This is the final issue in a series of three special issues of Mathematics and Computer Education made possible through the support of the Fund for the Improvement of Post-Secondary Education (FIPSE), U.S. Department of Education, and the continuing collaboration of George M. Miller, Editor-in-Chief of Mathematics and Computer Education. Lorraine Kleinwaks (now retired) was the FIPSE Program Officer and Coordinator for the FIPSE Developmental Mathematics Cluster when this series on developmental mathematics was conceived. The entire series is devoted to Developmental Mathematics: Trends in Mathematics Education. The theme of the initial issue (Winter 2003) was "Innovative Approaches in Developmental Mathematics." The second issue (Fall 2003) focused on "Incorporating Technology" into the teaching and learning process for providing mathematics instruction to students with developmental learning needs. This third and final issue (Winter 2004) focuses on reforming developmental mathematics pedagogy and instruction. We extend an invitation to the readers of Mathematics and Computer Education to consider using members of our FIPSE Developmental Mathematics Cluster as a resource for any future developmental mathematics projects that they might be planning. Listed below are brief descriptions of each of our FIPSE grant supported developmental mathematics projects. Full mailing addresses with e-mail and telephone contact information are provided at the end of this introductory section. As with the first and second Special Issues on Developmental Mathematics, this third issue covers a wide variety of topics describing innovative approaches to developmental mathematics implemented by the four FIPSE projects at Allegany College of Maryland, the National Technical Institute for the Deaf at Rochester Institute of Technology, Queens College, and Texas State University - San Marcos. The projects at these colleges and universities make up the FIPSE Developmental Mathematics Cluster, and a summary of these ongoing efforts follows. M. Y. Math Project Project Director: Selina Vasquez, Texas State University - San Marcos Texas State University at San Marcos is committed to the particular needs of developmental mathematics students through the M. Y. Math Project, a FIPSE supported program aimed at fostering fundamental and problem-solving skills in students and providing on-the-job training for instructors. Each semester, developmental mathematics instructors participate in ongoing professional growth that yields reform-based courses centering on natural mathematical tendencies. Developmental mathematics instructors are given a field-based opportunity to learn about nontraditional instructional techniques including an approach that consists of a steady progression through four phases: modeling, practice, transition, and independence. The instructional technique enhances students' ability to find patterns, make conjectures, and validate their hypotheses with proof. An Integrative Curriculum Approach to Developmental Mathematics and the Health Fields Using Problem-Based Learning Project Director: Mark A. Shore, Allegany College of Maryland The materials developed from this FIPSE project include a developmental textbook for Beginning and Intermediate Algebra, a College Algebra Textbook, and a video CD showing how to use a TI-83 graphing calculator to solve many of the real-life examples that are illustrated in the book. Sample lessons and sample video lessons are available on the Internet at www.allegany.edu/math (click on either "Online Video" or "FIPSE Problem-Based Learning"). Many of the examples in these books are health related; however, there is a wide range of example problems that would be well suited for most developmental and college algebra courses. …