Presented are some concerns related to the diagnostic/prescriptive approach to teaching mathematics. The author supports the view that teachers need to become aware of reasons for making professional decisions and become reflective practitioners. (RH)

A new potential for using microcomputers to help secondary school students learn mathematics through self-diagnosis and self-remediation is contrasted with current uses of computers for diagnosis and remediation. Research findings and software are cited in the discussion. (MNS)

Using computers to provide diagnosis and remediation in mathematics is emphasized. Some essential features of technology-supported learning environments are discussed, as well as features that facilitate their use. Illustrated is a computer environment for learning algebra. (MNS)

Research is reviewed in four categories: teachers' beliefs about mathematics, mathematics learning, and mathematics teaching, and some other important teacher beliefs. Reflections are also included. (MNS)

How computers have affected diagnosis in mathematics is discussed. A distinction is made between errors and mistakes, followed by consideration of computers as a diagnostic tool. The development of algorithms to diagnose errors and of models of student performance is described. (MNS)

Analysis of errors children make is modeled both with and without computers. Patterns of thinking are traced for a fifth grader, with the discussion focused on getting clues for remedial instruction by analyzing the dialog. (MNS)

Describes a Mathematics Diagnostic Program to help teachers develop the skills to implement the diagnostic teaching model developed by Larson (1984). Reports the evaluation of the program by the participants, teaching assistants, and principals. (YP)

Research on structural learning theory is reviewed as a base for designing computer-assisted instruction programs. An intelligent "Rule Tutor" emphasizing diagnosis and remediation for whole number concepts is described. (MNS)

Discusses the nature and importance of iconic learning (image-related) and a medium to facilitate assessment at the iconic level of knowing. The medium consists of a series of self-inking rubber stamps made with iconic representations of numeration blocks and sticks in denominations of 1, 10, and 100. (JN)