How laser videodisc technology can be used to improve mathematics instruction is described, with note of the development of a videodisc curriculum on mastering fractions. Relevant research is reviewed, as well as how teachers can use the technology. The instructional design is described, and field-testing and revision reported. (MNS)

Ways in which children think of 10 are considered first. Then a study with 14 second graders is reported; students were placed at three levels with respect to their addition and subtraction concepts. Findings are detailed, along with implications for instruction. (MNS)

Describes a study designed to investigate the relationship between students' learning of the standard double-digit addition algorithm and basic fact mastery or numeration concepts. Results suggest basic fact mastery and knowledge of numeration concepts may not be as necessary as previously assumed to learning multidigit addition. (PK)

This study surveyed 91 special education teachers to determine perceived mathematical needs of exceptional children, ways teachers assess skill deficits, and teachers' methods and backgrounds. The continuum of skills corresponded to the standard curriculum. (MNS)

Reports on research designed to systematically examine how the use of personalized word problems as practice examples would affect learning and attitudes. A computer program was used to generate the problems. It was concluded that presenting problems in familiar contexts made materials more interesting and understandable for students. (PK)