This study is an annotated bibliography of literature dealing with the effects of teaching mathematics by mastery learning. It is subdivided into four areas: History and Development of Mastery Learning; Mastery Learning, an Alternative to Traditional Instruction; Implementation of Mastery Learning; and Studies of Mastery Learning in Mathematics. In addition to conclusions the document includes five recommendations: (1) raise teacher expectations by exposing educators, through extensive in-service, conferences or workshops to the philosophies of Carroll (1963) and Bloom (1976)--namely that all students can learn and most can achieve mastery; (2) as a result of increased awareness and education, school districts or corporations should work to design programs, set educational standards and develop a model of operational details; (3) districts or corporations should provide release time or in-service for departmental program implementation--writing learning objectives and parallel corrective and enrichment activities as well as designing formative and summative tests; (4) outcome based national networks should develop and operate computer resource banks for sharing corrective and enrichment activities, tied to specific learning objectives; (5) publishers should produce curriculum materials suitable to mastery learning, with formative and summative tests as well as corrective and enrichment activities linked to specific learning objectives. (PK)