Appalachia Educational Laboratory's Rural Excel program collaborated with the Tennessee Center of Excellence for Science and Mathematics Education and with faculty at 21 local education agencies in rural Tennessee to evaluate implementation of the Tennessee Mathematics Activities Manuals for grades 5-8. The manuals each contain 54-67 activities organized into 8 curriculum strands, such as numeration, fractions, and geometry. Project activities involving 21 teachers and 1,655 students took place during the 1991-92 school year. With collaboration of participants, project staff gathered information about: (1) pre-implementation inservice training; (2) teachers' concerns during implementation (using the Concerns-Based Adoption Model); (3) teachers' actual use of activities; and (4) students' pre-project and post-project affect and achievement. Post-project telephone interviews gathered additional information about teachers' views and background. Results show that teachers used 80-90 percent of available activities; they rated the effectiveness of activities as "very good"; and the most frequently used activities were not always the ones teachers rated most highly for effectiveness. Overall changes in student affect and achievement were slight. Affective outcomes differed significantly by grade-placement (favoring students not in grade 7), while achievement outcomes were significantly related to average number of activities used per class and to gender (favoring males). Appendices contain sample activities, evaluation instruments, responses to items on affect scales, and a completed evaluation standards checklist. (KS)