Subjects were pretested and then randomly assigned to a verbal treatment or a figural treatment for a programed lesson on the integers modulo 7. The expected interactions among treatment success and cognitive abilities were not observed. The authors suggest further study. (SD)

The "Descriptor for Individualized Instruction" described here is a paradigm developed for use in describing individualized instruction and conceptualizing related research. The paradigm concerns itself with aspects of aims, instruction, and management. (SD)

This study was designed to compare the relative effectiveness of word problem instruction based on Polya's approach to problem solving with Dahmus' word by word translation approach. When ninth-grade students were randomly assigned to one of these approaches, no differences in mean number of problems solved were observed. (SD)

Children were grouped according to ability to conserve number and then randomly assigned to training on arithmetic concepts or playing a game. The research hypothesis that there would be an interaction effect between conservation and effect of treatment was not confirmed. (SD)

Two short Likert-type attitude scales were constructed to measure enjoyment of mathematics and the value of mathematics. Both scales were administered to 185 college freshmen. Reliability of the E Scale was found to be .95, while that of the V Scale was .85. Correlations with biographical data are given. (LS)

Thirty concepts from the areas of sets, division, and expressing relationships were studied with twelve tasks dealing with naming or selecting attributes or concepts involved. A factor analysis indicated that all concepts were measures of a single functional relationship and that all tasks measure a single underlying trait. (LS)

This study sought to determine the relative influence that mathematicians and educators exert on prospective teachers' decisions about projected classroom decisions. A model was presented and tested with 61 preservice secondary school mathematics teachers. Both groups were found to exert a significant influence, but no differential effect between…

This study investigated the relationship between reflectivity-impulsivity and performance on Piagetian tasks with primary-grade children. Findings indicate that performance was best among the more reflective students but that performance of the normally more impulsive students would increase if they were restrained from answering too quickly. (LS)

Attitudes of 250 university students enrolling in an individualized course in introductory statistics were measured at the beginning of the semester. Students withdrawing and students procrastinating with course work were found to have initial feelings of anonymity in mathematics courses and lesser interest in doing mathematics problems. (LS)

Preservice elementary teachers who were assigned teacher roles prior to a unit on probability showed greater achievement than those assigned student roles. When students did not know to which roles they would be assigned prior to class there was no difference between achievement of "teachers" and "students." (SD)

Effective and ineffective teachers were identified by administrative personnel. These teachers were given paper and pencil tests which were compared on 19 variables. Their classrooms were systematically observed using the Pupil Involvement Inventory. Several significant differences between the two groups are reported. (SD)