Differences in the meaning of the terms "learning" and "achievement" are discussed, with implications for appraisal, placement, curriculum, and instruction. Visual discrimination learning, paired associate learning, adapting to learning, and learning to learn are illustrated with references to learning disabled students. (MNS)

Proposes elements of a model of knowledge structures used in comprehending and generating graphs. Uses the competence model to attempt to organize and interpret findings on misconceptions in graphing. Discusses two types of common misconceptions; treating the graph as a picture and slope-height confusions. (YP)

Two authors introduce the topic of visualization in mathematics education. Fourteen articles are briefly described. (YP)

Presents the major findings identified by a commission that examined research issues in diagnostic and prescriptive mathematics. Addresses the diagnostic process with regard to curriculum, instruction, learners, teacher education, clinics, and the mathematics education community. (TW)