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Abstract
The so-called revolution in school mathematics in the United States is now near the end of its second decade, and the near universal acclaim it enjoyed between 1957 and 1965 has been superseded by a more critical attitude on the part of both educators and laymen interested in the education of the secondary school student in mathematics.1 That the new mathematics is here to stay is no longer denied, even by such outspoken critics as Morris Kline. Even a casual examination
of the mathematics textbooks now being published by the major publishers in the United States reveals both the content and the ordering of materials as presented in the SMSG textbooks produced in the early 1960's. In fact many were actually written by authors who took part in the writing teams of SMSG.
