After listing 20 ways in which mathematics instruction has been individualized in the past, the author discusses principles which should be used in evaluating the effectiveness of educational programs. He argues that individualization itself is neither good nor bad; programs must serve the educational needs of students. (SD)

One hundred forty-five studies concerning individualized programs of mathematics instruction were reviewed. The summary of results presented tends to support the effectiveness of individualized programs, but notes possible difficulties in implementing them. (SD)

Seventeen studies of self-paced instruction in algebra, geometry, trigonometry, and college mathematics courses are reviewed. In general these studies did not find the individualized programs to be superior to theregular instruction with which they were compared. (SD)

Twenty-two brief articles describe experiences of teachers in individualizing mathematics instruction at the junior and senior high school levels. Topics include specific activities, record keeping and management, testing and grading, and programs for low achievers and gifted students. (SD)

Three worksheets provide activities which use numerical coding of events in American history, operations on the digits 1, 9, 7, and 6, anddetermination of number patterns. (SD)

A program in which Spanish-speaking high school students were taught basic number skills is described. The program was individualized, and used a variety of activities and materials. (SD)

Identifying the larger (L), smaller (S) and difference (D) of two real numbers, and then selecting the appropriate relationship between L, D, and S can help students solve algebra word problems. (SD)

A method of finding large primes is described. High school students can use the test using hand calculators, or by programing a computer. (SD)

The algorithms for finding cube roots is approached by slicing a cube. (SD)

Using mirrors mounted on a plywood base to study reflections provides an introduction to the study of transformation. (SD)

Experimenting with weights in a two-pan balance can be used in a series of activities on application of trigonometry. (SD)

Computational algorithms appearing in early American arithmetic text are discussed. (SD)

Beginning with an analysis of the golden rectangle, the author shows how a series of problems for student investigation arise from queries concerning changes in conditions and analogous situations. (SD)

Patterns emerging when two-digit numbers in various bases are operated on by squaring and summing the digits. (SD)

By considering colors as sets of wavelengths and using Boolean Algebra of sets, the effects of combining colors can be represented in a formal mathematical system. (SD)