Reviewed is research indicating problems in teaching and learning fractions and possible ways to improve instruction and learning. (RH)

How laser videodisc technology can be used to improve mathematics instruction is described, with note of the development of a videodisc curriculum on mastering fractions. Relevant research is reviewed, as well as how teachers can use the technology. The instructional design is described, and field-testing and revision reported. (MNS)

The goals of the Research Council for Diagnostic and Prescriptive Mathematics (RCDPM) and the extent to which they are being realized are considered. Also discussed is the role of RCDPM in the broader mathematics education community, as well as some challenges and future directions. (MNS)

Provides a review of the literature related to math anxiety, indicating that society needs to eradicate the myth that females are more anxious about mathematics than males. Several options for eliminating math avoidance and math anxiety are considered. (JN)

Investigated were differences in learning styles, as measured by the Learning Style Inventory, in fourth, fifth, and sixth grade students achieving at high, low, and average levels. Results indicated students do not learn in the same manner and manifest significant variations in how they prefer to learn. (RH)

The 5-stage model of Ross was used to examine the role of instruction in facilitating children's acquisition of place value knowledge. Compares children from 2 samples on 10 tasks designed to reveal their thinking about place value. Discusses implications for theory and classroom. (YP)

Evidence on learning problems due to dyscalculia is surveyed. Definitions, factors responsible for dyscalculia, split-brain research and hemispheric roles, mathematics learning problems and personality, materials for instruction, and levels of knowing mathematics are among the topics discussed with an extensive list of references. (MNS)

What makes a fraction meaningful and a definition of the quantitative notion of fractions are discussed. Then observations from teaching experiments are presented. (MNS)

Investigated are three misconceptions of probability and the differential effect of two activity-based instructional units. Response categories (law of averages, law of small numbers, and availability) are identified. Treatment differences (evaluation or no evaluation) appear to influence subjects' interpretations of the information. (YP)

The work of Ladislav Kosc on dyscalculia is presented. His work on meanings, forms, terminology, diagnosis, correction principles, factors in mathematical ability, language dysfunctions, and publications are each included. (MNS)

Research is reviewed in four categories: teachers' beliefs about mathematics, mathematics learning, and mathematics teaching, and some other important teacher beliefs. Reflections are also included. (MNS)

This research was designed to document the ability of Down's Syndrome children aged 5-10 to perform equivalence tasks, and to investigate possible relationships between such performance and the presence of certain potentially confounding task variables. (MNS)

How computers have affected diagnosis in mathematics is discussed. A distinction is made between errors and mistakes, followed by consideration of computers as a diagnostic tool. The development of algorithms to diagnose errors and of models of student performance is described. (MNS)

Analysis of errors children make is modeled both with and without computers. Patterns of thinking are traced for a fifth grader, with the discussion focused on getting clues for remedial instruction by analyzing the dialog. (MNS)

Ways in which children think of 10 are considered first. Then a study with 14 second graders is reported; students were placed at three levels with respect to their addition and subtraction concepts. Findings are detailed, along with implications for instruction. (MNS)