THE JUDGMENTS OF TEACHERS AND THEIR REACTIONS TO THE EXPERIMENTAL MATHEMATICS PROGRAMS THEY WERE TEACHING IN CONNECTION WITH A PROJECT WHICH EVALUATED SEVERAL RECENTLY DEVELOPED PROGRAMS WERE OBTAINED AND ANALYZED. OBSERVATIONS AND JUDGMENTS ABOUT THESE PROGRAMS WERE OBTAINED THROUGH A QUESTIONNAIRE SENT TO TEACHERS WHO PARTICIPATED IN ONE OF THE SEVERAL EXPERIMENTAL PROGRAMS FOR THE 7TH THROUGH 11TH GRADES DURING THE 1964-1965 SCHOOL YEAR. THE SPECIALLY CONSTRUCTED QUESTIONNAIRE, WHICH IS ATTACHED TO THE REPORT, WAS DESIGNED TO ELICIT TEACHER REACTIONS TO THE COMPARATIVE EFFECTIVENESS OF THE EXPERIMENTAL PROGRAMS OVER THE CONVENTIONAL PROGRAMS IN RELATION TO THE FOLLOWING FACTORS--(1) INSTRUCTIONAL EFFECTIVENESS, (2) PREFERENCE FOR INSTRUCTIONAL USE, (3) INSTRUCTIONAL INPUT DIFFERENCES, (4) PUPIL, PARENT AND OTHER TEACHER EVALUATIONS, AND (5) JUDGMENTS CONSIDERING DIFFERENT LEVELS OF PUPIL ABILITY. THE TEACHERS' JUDGMENTS OF THE INSTRUCTIONAL EFFECTIVENESS OF THE EXPERIMENTAL PROGRAMS WERE GENERALLY QUITE POSITIVE, AND A MUCH MORE FAVORABLE RESPONSE WAS MADE FOR THE EXPERIMENTAL MATERIALS IN CONTRAST TO THE CONVENTIONAL MATERIALS. A HIGH PROPORTION OF THE TEACHERS QUESTIONED PERCEIVED HIGHER ABILITY STUDENTS AS RESPONDING MORE FAVORABLY TO THE EXPERIMENTAL MATERIALS AND THE LOWER ABILITY STUDENTS AS RESPONDING MORE FAVORABLY TO THE CONVENTIONAL MATERIALS. A RELATED REPORT IS AA 000 058. (GD)