Children's difficulties remembering correct algorithms for operations with fractions are traced to difficulties in the instructional sequence. Many teachers "teach mistakes" by failing to provide sufficient referents for their pupils. (MP)

Requirements for assessment under Public Law 94-142, the development of an Individualized Education Program for each handicapped child, the least restrictive environment, handicapping conditions, implementation procedures, diagnostic teaching strategies and learning conditions, teaching ideas, and a format for diagnostic interviews are each…

The need to provide understandable problems and ways to help children understand problems are explored. An interview with a sixth grader depicts his incorrect strategies and leads to suggestions for teaching problem solving using a range of mathematical models for each operation. (MNS)

Indicates the shortcomings of paper-and-pencil tests. Reports the effect of an interview-and-teaching method for students who obtained correct answers by a mechanical process but lacked a conceptual foundation. Five references are listed. (YP)

Discusses the use and adaptation of alternative assessment procedures such as observation, interviewing, holistic scoring, checklists, and reading of student journals, to accurately determine the progress of students with learning difficulties. Includes scoring rubrics and many samples of student evaluation. (MKR)

Discusses results of an action research study of second-grade students' group work which indicated that, when students were not given sample solutions for problems, they were more likely to use higher order thinking, take ownership of strategies, discuss solutions longer, and be more accepting of other views. (MKR)