Using the results of three studies, this report compares the effects of a direct instruction strategy to those of basal approaches in teaching elementary mathematics. Results support a more direct approach to development that teaches students preskills, strategies, correction procedures, and methods of internalizing a strategy. (DR)

Describes a constructivist teaching exercise consisting of a group of teachers involved in regular instructional conversations. Raises issues related to conceptualizing frameworks for teaching and developing new teacher assessments, arguing that new assessments should reflect a comprehensive view of teaching based on a broad continuum of teaching…