This booklet contains 51 abstracts of papers presented at the 1992 conference for the Research Council for Diagnostic and Prescriptive Mathematics (RCDPM). Topics covered include: the use of expressive writing to enhance metacognition, adult assessment, cooperative learning assessment, visualization in problem solving, deaf students' beliefs about mathematics, using graphing calculators in precalculus, using number sentences to assess thinking, putting DPMath principles into practice, reduced symbol manipulation in calculus, assessment of language minority students, area concept acquisition, a new constructivist theory for diagnostic and prescriptive mathematics, math clinic students, hands-on geometric measuring, teaching number sense, writing to learn mathematics, using inquiry cycle methodology, effects of consistent instruction in calculus, underaddressed competencies needed by college students, study strategies for college mathematics, memorization, a methods course that considers misconceptions in secondary school mathematics, learners' theoristic development, ragged decimals, using mathematics journals, deaf education teachers' attitudes toward teaching mathematics, evolution of a classroom assessment model, assessing language skill, open-ended questions, interviewing as a final exam, van Hiele levels, math teachers as researchers, prerequisite vocabulary terms for intermediate algebra, using writing with preservice teachers, using Logo to teach variables, Mathematics Intensive Summer Session (MISS) for young women, conceptions of pictographs and bar graphs, decline of blacks in mathematics, role of language in construction of symmetry knowledge, renewal of elementary mathematics, connections, forum for prospective authors for Focus on Learning Problems in Mathematics, Diagnostic Prescriptive Workshop, school/university partnerships to integrate technology, whole language approach to mathematics, using life histories for assessing attitudes, teaching non-mathematically oriented students, Project UP with Mathematics, stimulating mathematical thinking, developmental logic, and fostering professional growth. (MKR)