The author defines individualization in instruction and suggests possible elements of individualization in mathematics classes. Some described elements include (1) individual responses to common assignments, (2) individual paths to the same objectives, (3) different objectives for different students, (4) different completion times for the same objectives, and (5) individually selected problems. He then describes programs for individualization now in existence. These include Individually Prescribed Instruction (IPI), Westinghouse's Project PLAN, Individualized Mathematics Teaching (IMV) in Sweden, and programs in the following locations; Dade County, Florida, Nova H.S. in Fort Lauderdale, Florida, and Hopkins, Minnesota. Problems of implementation of programs, and evaluative research results are discussed. The author concludes that many different types of activities should be included, extensive planning is essential, and that some group activity should be retained in individualized instruction programs in mathematics. (CT)