This clinical, exploratory study describes processes used by 8 ninth-graders learning to solve non-routine geometry problems and changes in those processes as instruction in heuristic methods was given. Directions for future research are indicated, and several hypotheses to be investigated are suggested. (DT)

Nine verbal behaviors of teachers were identified. After twenty Algebra I teachers taught a lesson on direct variation, their students took a posttest. Findings showed that lesson objectives, relevant examples, and "OK" responses correlated positively (p less than .05) with student posttest achievement. (DT)

Seventy elementary education majors were given the Paragraph Completion Test, the Group Embedded Figures Test, and a self-report instrument designed to measure choice of rule-example order. Results suggested that prospective teachers' choice of math rule-example order is affected by their conceptual level and field dependence-independence. (DT)

Three forms of computer-augmented algebra programs were evaluated at each of two secondary schools with respect to mathematics achievement and attitude. Results of the 4-month program showed lower achievement among the computer group, while results of the 9-month program showed the no-computer group achieved significantly higher. (DT)

Three sequences of moves were compared on the immediate acquistion and short-term retention of conjunctive and relational mathematical concepts by 27 college general mathematics students. The exemplification-sequence was significantly better on immediate acquisition for the conjunctive concept at low and high achievement levels. (DT)

Two college algebra classes were exposed to items from mathematics history in their classroom instruction, while two other college algebra classes received no such exposure. Results showed a significant positive attitude change of the mathematics history group. (DT)

Achievement levels of geometry classes were compared following units of instruction employing analytic, synthetic, and combination strategies. For above-average and below-average achievement groups, instruction with different strategies was found to yield differences in MANOVA - identified achievement composite scores. (Author/DT)

This review focuses on the NACOME Report as "research." The methods of information collection used by the NACOME Committee are explained. Recommendations made for curriculum, instruction and teacher education, affective implications, and evaluation are discussed, along with implications of the report for research. (DT)

Plans for an international survey examining the areas of mathematics curricula, classroom processes, and changes in mathematics education since 1964 are discussed. Several reasons for U.S. participation in this survey are suggested. (DT)

Elementary School Teachers were instructed on finding number patterns in a figure in one of three groups: individual discovery, group discovery, and expository. They were tested for recall, retention, and transfer. The expository groups did better on recall, but group discovery was more effective for retention and recall. (SD)

Students in second and third grades were given instruction on sentential logic. Different approaches were used in 3 classrooms at each grade level and a classroom at each level served as a control group. Posttests included tests of classification, sentential logic, and perceptual reasoning; experimental students outperformed controls. (SD)

Formative data from a feasibility study describes the impact of two teacher education experiences on the achievement and attitude scores of low-achieving sixth-grade pupils who were taught a unit on functions by the teacher trainees. (Author/SD)

Preservice mathematics teachers at two points in a teacher education program (pre- and post-student teaching) were instructed on Henderson's model for teaching concepts. Each was then videotaped in two microteaching situations: no differences in the number or variety of moves used by members of the two groups were observed. (SD)

This study examined the effects of inquiry training on students' ability to think analytically and the relationships of that ability with achievement in geometry and algebra. Results indicated that inquiry-trained students were not more analytical in approaching mathematics than others. (SD)

First- and second-grade students given instruction on length performed better on tests of seriation than students not given this instruction. (SD)