The curriculum, teaching, and assessment Standards of the National Council of Teachers of Mathematics advocate the use of various assessment techniques in mathematics, K‐12. Practitioners from 35 school districts in two regions of a midwestern state completed a questionnaire and reported information about their assessment practices, reporting methods, and other issues that affect change in mathematics. The results of the survey suggest that current reporting practices are limiting the use of alternative classroom assessment practices. Delays in the use of alternative mathematics assessment practice can probably be expected until the reporting systems used in school districts become consistent with the assessment systems and teachers participate in ongoing professional development programs to learn more about alternative assessment practices.

Seven mathematics textbook series used for Grades 1 through 8 were examined. Textbook pages were counted as arithmetic, measurement, geometry, data analysis, or algebra. Percentages of mathematics textbook content were compared with percentages of mathematics content on the Ohio Ninth Grade Proficiency Test. Areas of greatest mismatch were arithmetic, measurement, and algebra. The overall percentage of arithmetic in the textbook series was about twice that on the test; the percentage of measurement was less than half that on the test; and the percentage of algebra was a third or less than that on the test. Results are also presented by grade level, and implications for teaching are discussed.

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.