In a learning cooperative, students form groups to work on similar problems or to help each other. The role of the teacher, classroom organization, testing, homework, record keeping, grading, and discipline in a learning cooperative are discussed. (SD)

Individually Guided Education (IGE) in elementary mathematics is explained and described. The basic assumptions about the nature of students and their learning of mathematics are set forth, and the steps needed to plan and organize an IGE program are detailed. (SD)

Described is a model for developing and implementing criterion-referenced instructional units. Advice concerning the development of units and tests as well as classroom organization and management are provided. (SD)

The nature and goals of classroom simulations are described, and sources of simulations are listed. Guidelines for selecting, adapting, or designing simulations are presented, and the roles of teacher and students in simulations are examined. (SD)

This paper addresses the organization of classrooms in which the teacher is the center of control of all activities. Ten anecdotes are presented to illustrate the diversity of teaching methods used. The issue of poor teaching is addressed. (SD)

This paper is directed toward teachers with limited funding available to provide an individualized mathematics program. A model for individualization is described in detail; the model can be applied from grade four through high school and in open as well as traditional schools. (SD)