This dialogue, extracted from a conversation among some members of the Equity Special Issue Editorial Panel, concerns racism in mathematics education. It raises issues about the use of various terms; about fields of research outside of mathematics education; and about the kinds of racialization processes that occur for students, teachers, and…

This exploratory study focused on characterizing problem-solving situations associated with spontaneous metacognitive activity. The results came from connected case studies of a group of 3 purposefully selected 9th-grade students working collaboratively on a series of 5 modeling problems. Students' descriptions of their own thinking during…

To help the reader understand the scope and diversity of the Wisconsin R & D Center's research effort in mathematics, four perspectives are presented: (1) the Center's approach to research, development, and practice; (2) the origins of the current research effort; (3) a description of current research; and (4) a projection for future research. (JP)

The conclusion that differences in achievement in mathematics between males and females has a genetic basis is seen as based on a number of faulty assumptions. Concern about recent research that can lead to social damage when misquoted and misinterpreted is expressed. (MP)

Described is a method to assist developers of mathematics programs to make formative evaluations. The method involves periodic achievement testing via item sampling. Details of item construction, periodic testing, and profile construction are given in a discussion of how this method was applied to modify a sixth-grade mathematics program. (JP)

The author seeks to clarify the aims and values of status studies, such as the IEA Study of Mathematics Achievement, which deals primarily with administrative variables. He states the value of such a study is in providing administrators with a basis for decision making. (Author/CT)

Examined is the discrepancy between the initial press release of the IEA International Study of Mathematics Achievement and the full report. (CT)

The author examines the way in which students learn mathematics in the different countries of the IEA International Study of Mathematics Achievement and concludes that these are basically different. (CT)

Investigated are the statistical findings of the IEA International Study of Mathematics Achievement and their implications in the areas of school organization, curriculum and instruction, and socioeconmic factors. Also given are a number of criticisms of the study and its significance. (CT)

The author argues that the published data analyses of the IEA International Study of Mathematics Achievement is almost totally inappropriate. He proceeds to reanalyze the data, taking into account that the test was not equally appropriate for all countries. His results are strikingly different from the published results. (CT)

This article is a reply to many of the criticisms made of the IEA International Study of Mathematics Achievement in the same issue of the Journal for Research in Mathematics Education. (CT)

Discussed is the relevance of the IEA International Study of Mathematics Achievement for mathematics educators of teachers. Examined are findings of the study regarding inquiry-centered instruction, achievement and attitudes, and teacher variables. (CT)

Achievement levels of geometry classes were compared following units of instruction employing analytic, synthetic, and combination strategies. For above-average and below-average achievement groups, instruction with different strategies was found to yield differences in MANOVA - identified achievement composite scores. (Author/DT)

A method of organizing studies on sequencing problems in mathematics according to a theoretical model based on characteristics of empirical science is explained. The conceptual framework underlying eight studies that follow this article in JRME (SE 508 022 through SE 508 029) is discussed and a brief overview of each study is given. (DT)

This bibliography presents annotated bibliographic citations for research reported in 1976 related to mathematics education from kindergarten through post-secondary levels. Ten research summaries, 138 journal articles, and 354 doctoral dissertations are listed. (SD)