This book summarizes a yearlong study that investigated the various strategies implemented by teachers in a computer-based Mathematics course delivery model. This model was a course design that included whole class instruction time as well as time spent (with teachers' assistance) utilizing computer software to practice exercises, submit homework assignments, and take quizzes and tests. The author surveyed the teachers involved in this model to determine the proportion of teachers that opt to support a conceptual agenda as opposed to those that had a procedural focus in their instruction....