A series of videodisc-based mathematics products have been developed by the cooperative effort of the University of Oregon, Utah State University, and various school districts. The products were designed to: (1) achieve educationally significant changes in student achievement and attitudes; (2) be consistent with group and individual classroom management practices most commonly used by effective public school teachers; (3) capture and model curriculum-specific practices identified in the research literature on effective teaching; (4) require modest investments in staff development and supervision for effective implementation and maintenance; and (5) be consistent with school budgets. During formative development, prototype versions of the product were field tested and revised until predetermined standards of student mastery were met. The product was then exposed to challenging instructional settings for stress testing. During the independent regional implementations and evaluation phase, school districts in different geographical areas reviewed, implemented, and evaluated product effectiveness. Comparative field test results and the rationale for the instructional design and use of videodisc technology are included in this report. The appendix describes different types of instructional videodisc programs in relation to needs and resources of public schools. (Author/MES)