By Dr Margaret Lowenfeld

In setting out to teach mathematics to .children or to design a mathematics learning ' programme for a school system, the situation confronting the teacher, director of education or mathematics specialist differs profoundly from that lacing those, responsible for the teaching of such subjects as, for example, literature or history.

For centuries education has been carried on in these fields and the development in children, from primary school to university, of understanding and ability in these subjects has had time to ripen and diversity, so that a teacher starting at any point within the range of the system can to some extent see his own section in relation both to the pupils” past and future and follow the development of his subject from primary school to university.