Data are presented for problem-solving content of selected elementary school mathematics textbooks and problem-solving achievement for students in Iowa for grades 4-6 for selected years between 1955 and 1985. Relationships between textbook content and student achievement are considered. (RH)

This study focused on the way mathematics was taught in selected primary school classrooms. The study involved the observation of 21 fourth-grade classes in eight schools over a two-week period. Results indicated a hiatus between what was taught and what should be taught and between how mathematics is taught and how it should be taught.…

This study probed children's reasoning about both correct and incorrect but plausible statements of hypothetical children concerning the concepts of subtraction, with the intention of examining misconceptions in greater depth. Eight third graders, 14 fourth graders, and 14 fifth graders were interviewed individually to assess their understanding…