This 24th annual listing of mathematics education research to appear in the JRME contains research summaries, articles, and dissertations listed alphabetically by author within each category. For each reference, the grade or age level is indicated. An index is included at the end to help readers locate studies on certain broad topics.

This 23rd ann ual listing of mathematics education research to appear in the JRME contains research summaries, articles, and di ssertations listed alphabetically by author within each category. For each reference, the grade or age level is indicated. An index is included at the end to help readers locate studies on certain broad topics.

This 22nd annuallisting of mathematics education research to appear in the JRME contains research summaries, articles, and dissertations Listed alphabetically by author within each category. For each reference, the grade or age level is indicated (when the researcher has provided this information or it can be inferred). An index is included at the end to help readers locate studies on certain broad topics.

As in previous years, this 20th annual listing of mathematics education research to appear in the JRME contains research summaries, articles, and djssertations, listed alphabetically by author within each category. For each reference, the grade or age level is indicated (when the researcher has provided this information or it can be inferred). An index is included at the end to help readers locate studies on certain, generally broad, topics.

As in previous years, this 19th annual listing of mathematics education research to appear in JRME contains research summaries, articles, and dissertations, listed alphabetically by author within each category. For each reference, the grade or age level is indicated (when the researcher has provided this information or it can be inferred). An index is included at the end to help readers locate studies on certain, generally broad, topics.

Mathematics teachers at all levels are faced with the problem of providing instruction for classes of (usually twenty to thirty-five) students who have differing backgrounds, abilities, interests, and learning styles. In response to this universal and perennial problem, educators have devised various ways to organize the classroom, the instructional approach, and the curriculum better to accommodate these individual differences. Willoughby (1976), for example, describes twenty approaches to individualizing mathematics instruction, some of which replace traditional teacher-directed instruction, whereas others only supplement it. Research provides some guidance concerning the effectiveness of many of these approaches.

Every year since 1971, this introduction has said basically the same thing. This year will not be any different. Much as I have struggled to find something different to say, the fact remains that it is only an introduction: The references that follow are the reason for these pages.

From an analysis of sixty-four research studies at the elementary school level, Parham (1983) reported a decided difference in the achievement scores of students who had used manipulative materials and those who had not. Those who used manipulative materials scored at approximately the eighty-fifth percentile; those not using manipulative materials scored at the fiftieth percentile. This finding is clearly in agreement with an earlier review by Suydam and Higgins (1977), a major finding of which was that lessons using manipulative materials have a higher probability of producing greater mathematics achievement than do lessons in which such materials are not used.

This 15th annual listing of mathematics education research to appear in JRME presents references alphabetically by author within three categories (research summaries, articles, and dissertations). Grade or age is indicated for each reference, and an index is included to help readers locate studies of particular interest.

Why, what, when, and how is geometry taught most effectively? Researchers have sought answers to many such recurring questions that teachers ask about the teaching of geometry. This article presents brief answers to some of these questions, describing the shape of instruction in geometry.

ln this 13th annual listing of mathematics education research to appear in JRME, the references are given alphabetically by author within three categories (research summaries, articles, and dissertations). Some studies in which mathematics education was not the primary focus are included. Such studies are usually not annotated, as are studies focused on mathematics education. Annotations generally indicate one principal finding of a study, although most studies have additional findings. The original report should be checked for other results as well as for limitations affecting the validity of the findings.

This is the 12th annual listing of research on mathematics education to appear in JRME. It is organized alphabetically by author(s) within three categories (research summaries, journal-published reports, and dissertation abstracts). Grade or age is indicated for each reference, and an index of general topics is included to help readers locate studies of particular interest:

This is the 11th annual listing of research on mathematics education to appear in JRME. It is organized alphabetically by author(s) within three categories (research summaries, journal-published reports, and dissertation abstracts). Grade or age is indicated for each reference, and an index of general topics is included to help readers locate studies of particular interest.

This tenth annual listing of research on mathematics education published in JRME uses the same format as was used last year. The research is organized alphabetically by author(s) within three categories (research summaries, journal-published reports, and dissertation abstracts), with grade or age indicated for each reference. An index of general topics is appended to help readers locate studies of particular interest. Journals searched are also listed.

This ninth annual listing of research on mathematics education published in JRME uses the same format as was used last year. The research is organized alphabetically by author(s) within three categories (research summaries, journal-published reports, and dissertation abstracts), with grade or age indicated for each reference. An index of general topics is appended to help readers locate studies of particular interest. Journals searched are also listed.

All across this country, children are being cheated. They are being deprived of mathematical experiences which they should have in order to live effectively in their world.

Readers of this eighth annual listing of research on mathematics education published in JRME will note several changes. As has been usual, the research is organized alphabetically by author(s) within three categories (research summaries, journal-published reports, and dissertation abstracts). References are not separated by level, but grade or age is indicated for each reference. In addition, an index of general topics is appended to help readers locate studies of particular interest.

Teachers and pupils both know that verbal problems cause problems. Because of this, and because it is considered to be an ultimate goal of mathematics instruction, researchers have devoted much attention to problem solving over the years.

This is the seventh annual listing of research on mathematics education published in JRME. The research for K–12 is organized alphabetically by author(s) within three categories—research summaries, journal-published reports, and dissertation abstracts. The subset of Piagetian-oriented research is listed separately in each of the latter two divisions. The K–12 listing is followed by references to articles and dissertations at the college and other postsecondary levels. All entries are annotated this year.

This is the sixth annual listing of research on mathematics education to be published in JRME. As in previous listings, the research is organized alphabetically by author(s) within each of three categories—research summaries, journal-published reports, and dissertation abstracts. The subset of Piagetian-oriented research is listed separately in each of the latter two divisions.