Five identical drill problems in engineering designed to subjectively involve the students were distributed. The values for the answers to the final question varied depending upon each student's individual seat number. A program using a hand-held computer was developed for checking the answers each of the 14 times during the year these types of problems were distributed. By using the computer, rather than doing the by hand, on the average, the teacher needed to spend only about 60% as much time checking the results of the final problems, meaning that he or she had much more time available for checking equations and explanations. Also, by using the computer, the teacher was able to use time-serial information to quantitatively grasp the status of the learning process. Thanks to this, it became easier to provide the students with suitable feedback regarding their progress. Also, the results of two questionnaires given during the course showed that the students' impressions of this system were favorable, with the results of the second questionnaire being somewhat higher. In summary, this system proved the effectiveness of the engineering drills given to the students.

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This study was designed to investigate how well teachers comprehend their students' levels of understanding during classroom instruction. Factors analyzed included : 1) the phases of the instruction, 2) student characteristics, 3) methods for comprehending student understanding, 4) cues for comprehending student understanding and 5) teacher decisions. Subjects were 3 junior high school mathematics teachers and six of their classes. The main results were : 1. During all phases of the instruction, the teachers relied primarily upon watching the students, calling upon students and individual guidance as means for comprehending how well the students were understanding the topic. 2. During many of the phases of instruction, the teachers showed a tendency to receive many of their cues from the slower and/or the more restless students. 3. Cues transmitted by the students are primarily vocal, body actions, notes in their notebooks, and blackboard assignments. 4. It appears that these junior high school teachers, for first year students, were more interested in the slower students but, for second year students, were more interested in the more restless students.

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