Two studies on the match between test and textbook content are reviewed. The emphasis in textbooks on computation, wide variation in content, and weak matches between content in textbooks and tests were noted. (MNS)

Research on effective teaching is described. Comparisons of expert and novice teachers reveal a profile of expertise in elementary mathematics instruction. How lessons are planned and presented is discussed. (MNS)

Some research about students with learning disabilities that textbook publishers need to consider as they revise problem-solving materials is briefly cited. (MNS)

Metacognition is described and suggestions for teachers about developing and improving metacognitive skills in performing mathematical tasks are given. (MNS)