Six classes received problem-centered mathematics instruction for two years in second and third grade. Results indicate that students in these classes scored significantly higher than students in traditional classes on standardized measures of computational proficiency and conceptual understanding. (TO)

The characteristics of effective or successful individualized instructional programs were investigated. The work of other evaluators was reviewed and a series of screening criteria were applied in order to identify effective programs. Programs were selected from evaluation reports for their effectiveness and their "popularity." Information about…