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IN RECENT YEARS THERE HAS BEEN AN INCREASING INTEREST IN "NEW MATH." ACCOMPANYING THIS INTEREST HAS BEEN A GREAT DEAL OF CONFUSION AND PERPLEXITY FOR PARENTS AND TEACHERS CONCERNED WITH DETERMINING ITS WORTH. FIVE ARTICLES DEAL WITH THE NEW PROGRAMS. A PROFESSOR OF MATHEMATICS SEES THE NEW MATHEMATICS PROGRAMS AS ONE OF THE MOST NOVEL AND EXCITING THINGS GOING ON TODAY IN AMERICAN EDUCATION. AN ASSOCIATE PROFESSOR OF PHYSICS REFLECTS THE CRITICAL VIEWPOINT THAT THE NEW MATH HAS ONLY CREATED A SITUATION OF CONFUSION AND OFFERS LITTLE MORE THAN A STATUS SYMBOL FOR MATHEMATICIANS TO GAIN GRANTS OR PUBLISHERS TO SELL BOOKS. WHILE THE VIEWS REMAIN VARIED, THE PUBLISHERS OF THIS PAMPHLET FEEL THAT THIS VARIATION REFLECTS THE CURRENT STATUS OF INFORMED THINKING ON THIS SUBJECT.