Mathematics in General Education

is the constant of the times. No doubt each generation has felt that its generation was changing more rapidly than any previous one and that a slow-down, a period of consolidation, was just over the next rise for the more fortunate descendants. Mathematics education has experienced a period of change. There is every possibility that these changes will continue and ac celerate. In the following discussion, a con sideration will be given to these changes; but also, consideration will be given to certain constants that have served as guidelines in determining the instructional program in mathematics for the general education of students. Consideration will also be given to certain concerns and challenges in the years ahead if the "changing" mathematics cur riculum is to be a "progressing" mathematics curriculum. These themes will develop within a figure-ground context. The "figure" is the instructional program in mathematics for general education; the "ground" is the Zeitgeist— the spirit of the times in which the program is carried out. The assumption is that this "spirit" interacts in Subtle ways in influencing our judgments regarding mathematics in general education. This "spirit" tends to be quite blithe in char acter changing, and influencing change in turn. The "figure" the instruction."!! pro LEROY G. C ALLAH AN*