Presented are some concerns related to the diagnostic/prescriptive approach to teaching mathematics. The author supports the view that teachers need to become aware of reasons for making professional decisions and become reflective practitioners. (RH)

Differences in the meaning of the terms "learning" and "achievement" are discussed, with implications for appraisal, placement, curriculum, and instruction. Visual discrimination learning, paired associate learning, adapting to learning, and learning to learn are illustrated with references to learning disabled students. (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)

Identifies four causes of confusion in reading mathematics related to numbers, symbols and sentences, vocabulary, and directionality. Discusses techniques for overcoming each type of the confusion. (YP)

Describes a Mathematics Diagnostic Program to help teachers develop the skills to implement the diagnostic teaching model developed by Larson (1984). Reports the evaluation of the program by the participants, teaching assistants, and principals. (YP)

Discusses the nature and importance of iconic learning (image-related) and a medium to facilitate assessment at the iconic level of knowing. The medium consists of a series of self-inking rubber stamps made with iconic representations of numeration blocks and sticks in denominations of 1, 10, and 100. (JN)

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)

Using computers to provide diagnosis and remediation in mathematics is emphasized. Some essential features of technology-supported learning environments are discussed, as well as features that facilitate their use. Illustrated is a computer environment for learning algebra. (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 focus of this article is on the verification processes children use when assessing the equality of parts produced by them when partitioning geometric shapes. Different processes and children's verbal proofs of equality are presented. Activities for mathematics instruction are suggested. (YP)

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)

This study investigated the performance of 14 Hispanic and Anglo ninth graders on several problem-solving tasks, with the focus on the interplay of language-related factors in translating several mathematical statements expressing relationships among variables into mathematical equations. (MNS)

Identified is research related to concept formation; the chronology of identity and equivalence conservations; the relationship of mental age to performance on number concept tasks; perceptual, attentional, linguistic, and social factors; and the potential use of cognitive developmental criteria as measures of ability for both normal and retarded…

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

The use of neurolinguistic programming techniques is suggested as a means of enhancing rapport with students. Mirroring, digital mirroring, analog mirroring, metaphors, knowing persons, and how these aid in presenting content are each discussed. (MNS)