Changes in mathematical achievement, attitudes towards mathematics, and test anxiety were measured after instituting a classroom management plan. The plan emphasized the use of behavioral objectives during an initial teaching phase and intraclass grouping on the basis of achievement for a second teaching phase. (JG)

Reported is a study which measured conservation of length among kindergarten and first-grade subjects using several verbal and nonverbal procedures. The results indicated that conservation of length is not a simple unitary concept, but has empirical gradations. (Author/CT)

Reported is a study of the interaction between figural and semantic abilities (as defined in Guilford's Structure of the Intellect") and success in a programmed unit in modular arithmetic. The subjects were prospective elementary teachers. Significant interactions were found between both figural and semantic factors and methods of instruction.…

Four levels of quantitative comparisons based on Piagetian task analysis and three IQ levels were used to partition a population of 341 first grade children. Each child was then tested on a set of addition facts and a set of addition problems which varied according to the use of aids or transformation. (JG)

A detailed analysis of the basic mathematical concepts and skills used in teaching linear measurement in SMSG curricular materials and conclusions from Piaget's work dealing with linear measurement are presented. Using this information the author compares Piaget's sequence of development with SMSG's sequence of instruction. (JG)

Stressed is the need for continued research in mathematics education, particularly in mathematics learning, teaching, and empirical research. The problems and potential of aptitude-treatment-interaction research for mathematics education are discussed. (CT)