It has been suggested that males perform better than females in mathematics after ninth grade because more males than females enroll in advanced mathematics courses in high school. However, factors other than enrollment may be involved. Therefore, this study investigated whether the performance of males (B=500) and females (N=500) was different in…

A questionnaire with 70 closed and 10 open questions was administered to 230 students enrolled in grades 9 through 12, the majority of whom were enrolled in Math 10 geometry courses. Aspects of the questionnaire dealt with: (1) attributions of success or failure; (2) students' comparative perceptions of mathematics, English, and social studies;…

Secondary geometry students were tested for van Hiele level of thinking, geometry knowledge and achievement, and proof-writing achievement. Proof-writing achievement correlated significantly with van Hiele level entering geometry knowledge and geometry achievement. The predictive validity of the van Hiele model was supported. (Author/DC)

Explores the relationship between high school students' beliefs about mathematics and their mathematical performance. Reports: (1) the students' attributions of success or failure; (2) perceptions of mathematics; (3) comparative views of school mathematics, English and social studies; (4) motivation; and (5) personal performance. A questionnaire…

Investigates the relationship between the strategies used by preservice elementary teachers in geometric problem solving and two primary mental abilities--spatial visualization and formal reasoning. Reports that the two abilities were related to problem-solving performance, and the strategies used were related to achievement in the geometry…

Reports on a study to determine if female high school students scored as high as male high school students on New York State Regents examinations in mathematics. Results indicated that if female students had an instructional history similar to that of male students they performed as well. (PK)

Reports on the seventh grade and eleventh grade results of the fourth mathematics assessment of the National Assessment of Educational Progress. Addresses students' performance on variables and relations, geometry, fundamental methods of mathematics, and attitudes. (PK)

Presented is a study which focused on using turtle graphics programing for geometric problem solving. The goal was to investigate changes in children's mathematical knowledge and results indicate that the LOGO environment enriched children's geometric conceptualizations and sophistication of their geometric thinking. (KR)

First-year algebra high school students of various ability levels were presented lessons concerning the application of geometry theorems. The lessons varied in terms of the complexity of the examples that were shown. After the lessons, students completed a questionnaire concerning their perceptions of the lessons, and then they were tested over…

Reports the third and seventh-grade results of the fourth mathematics assessment of the National Assessment of Educational Progress. Addresses student performance on measurement, geometry, data organization and interpretation, variables and relations, and attitudes. (PK)

In 1980-82, the Second International Mathematics Study (SIMS) was conducted in 20 countries, including Japan. This study was conducted by the International Association for the Evaluation of Educational Achievement (IEA). This paper constitutes a summary of the research relating to the level of mathematics achievement of Japanese students. The…

Investigates gender differences and the role of spatial visualization in problem solving in high school geometry. Reports that, whereas males and females differed in spatial visualization and in their performance, they did not differ in logical reasoning ability or in their use of geometric problem-solving strategies. (Author)

This study determined if overall mathematics performance of male and female students was: (1) different within each of six content areas; (2) differentially affected by ability grouping within each of the six content areas; and (3) differentially affected by the combination of ability grouping and grade level within each of the six content areas.…

A procedure for the detection of differential item performance (DIP) is used to investigate the relationships between characteristics of mathematics achievement items and gender differences in performance. Eight randomly equivalent samples of high school seniors were each given a unique form of the ACT Assessment Mathematics Usage Test (ACTM).…

Learning objectives and specifications are provided for use by teachers and test development specialists. Beginning with the 1985-86 school year, the Texas Educational Assessment of Minimum Skills (TEAMS) tests have been based on the objectives in this publication. For grade 9 mathematics, these objectives are: (1) identify the relationship among…