Findings about the nature of adult motivation and the rapid expansion of knowledge about mathematics and its pedagogy, suggested that teacher training in mathematics should be planned and executed under two major guidelines. Further, a school mathematics programme should be concerned, in the first place, with children learning mathematics usefully and meaningfully. A second concern, which derived its importance mainly from the first, should be the preparation of teachers to teach mathematics so that the pupils could learn it in a 'non-arbitrary substantive fashion.

Measurement problems pervade most data obtained on questionnaires. One important class of problems seems to reside in the nature of measurement, and may be identified through a study of a definition of measure­ment. For the purposes of this paper a useful definition has been stated by Caws [3, p.5].

Curriculum development and evaluation activities are inextricably inter­woven. Evaluation gathers and systematically orders evidence so that teachers and other curriculum workers may make decisions about the state of the learner, about organising and teaching subject matter, and about learning-outcomes.