Presents the final report of The President of the Research Council for Diagnostic and Prescriptive Mathematics which examines research issues in diagnosis and prescription. Identifies major issues related to diagnosis and prescription which could serve as a research agenda for the next two or three decades. (ASK)

The problems of diagnosis and remediation have been an important concern for both mathematics and special educators. Defines an important agenda related to the role of diagnosis in improving mathematics instruction in the regular classroom and for children with special needs, both with and without learning problems in mathematics. Contains 47…

Discusses the use of multiple-choice mathematics test items to diagnose student misunderstandings. Properties of semi-dense items (response interpretability, response discrimination, rule discrimination, exhaustive rule set usage, and semi-density) are discussed and illustrated with an example and by using a refined item digraph. (18 references)…

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)

Contains a research based discussion of the importance of teacher expectations. Lists 20 suggestions from research that will help facilitate positive and realistic self-concepts in students. (PK)

Discusses diagnostic information which can be gained from students' writing and presents examples of each, including error patterns, insights into where instruction should begin, failure of students to make connections, difficulties with independent work, clarifying student understanding, and student beliefs and attitudes. (42 references) (MKR)

Describes Math Clinic, a remedial program to diagnose and remediate elementary school students' mathematical concepts. Provides details about the program's objectives; student recruitment; how to apply to the program; diagnosis and identification of participants' achievement, mathematical difficulties, and attitudes toward mathematics; and…

Describes the four competencies which are argued to be necessary for being an effective remedial mathematics teacher. Describes a training model which has been developed for preservice and inservice teachers based on these competencies. (PK)

Diagnostic/prescriptive mathematics was examined to ask whether a sufficient body of professional knowledge and practices exist to warrant its inclusion in teacher preparation. Argues that diagnostic/prescriptive mathematics does constitute an appropriate topic for consideration as content in revised teacher preparation programs. (PK)