The main body of the report is divided into three parts, the first devoted to the aims of mathematics education and the mathematical needs of adult life, employment and further and higher education (pages 1-55). The emphasis is clearly utilitarian, representing the technological pragmatist aims. In the second section, one whole chapter is devoted to discussing and endorsing the calculator and the computer. This is consistent with the aims of technological pragmatism. However, the endorsement is not unqualified. the emphasis is on these resources as aids to enhance mathematics teaching and learning. And the study of computing for its own sake within mathematics, is condemned