This final report documents achievements of a project to assess social impact and achievement gains resulting from the use of interactive videodisc technology to teach fractions in mainstreamed classrooms across multicultural settings. Subjects (N=294) were regular upper elementary students and students with mild handicaps (MH) in Utah, Wyoming, and New Mexico. The study examined the effects of the videodisc-based math program on: (1) attitudes of regular teachers and student peers toward mainstreamed students with MH; (2) the self-esteem of the MH students; (3) the frequency of academic (as opposed to behavior management) interactions between teachers and MH students; and (4) achievement in basic fractions concepts. Findings indicated that teachers in both years of the study maintained their opinions about mainstreaming; MH students experienced greater teacher interactions; the MH students showed large achievement gains (both in fraction concepts and generalized achievement testing) and increased self-esteem; peer attitudes toward MH students, however, declined significantly during the study. Appendices include measures and scoring procedures, data details, and a dissertation abstract. Includes 39 references. (DB)