This paper reports the impact of a collaborative professional experience model on pre-service secondary mathematics teachers' perspectives and practices within a learning community. Nine pre-service teachers made 12 school visits over one year to observe and co-teach problem-solving lessons in two Year 8 classes. They discussed the lesson with the…

Administered a questionnaire to secondary science teachers in England (n=39) and Spain (n=34) to compare views on problem solving. Questions involved teacher's opinions about the uses and sources of problem-solving activities, as well as the sources of students' errors. Teachers showed a remarkable degree of agreement, with fundamentally a…

A developmental model for a junior high school course in future studies is presented, and the relationship of the model to extant curricula, research data, and needs analyses is discussed. A design for integrating this model with a second problem-solving problem model to create a future-oriented, inventive problem-solving program is also…

Annotated are questionnaire responses from 88 state and regional contest supervisors concerning trends in calculator usage and nonusage among 59 represented mathematical contests. Discussed are advantages and disadvantages for specific contest problem types with respect to both pencil-and-paper and calculator methods of solution. (JJK)

Beliefs about mathematics of 26 junior and senior high school students were explored using interviews conducted before and after exposure to problem-solving software. A concept model of subjects' general beliefs about mathematics and their relationships was developed. Data analysis did not indicate any change in beliefs about mathematics following…

Examines Italian high school student beliefs about mathematics and mathematical problem solving by exploring the use of a 36-item self report questionnaire. Reports that a substantial replication of the instruments, with exception of one scale, was not reliable. Finds that the four scales predicted achievement in mathematics to different extents.…

Describes a study whose purpose was to develop and validate a set of belief scales for measuring secondary school and college students' beliefs about mathematics as a subject, how mathematics is learned, and mathematical problem solving. Provides an example of the "Indiana Mathematics Belief Scales." (MDH)

The results of questionnaires given designed to provide information on the effect of student teaching on the attitudes and career interests of secondary mathematics preservice teachers are presented. The recommendations/suggestions obtained from the questionnaires concerning the secondary mathematics and middle school methods courses and a copy of…

The "Self-Determination Knowledge Scale" (SDKS) Form A and Form B are designed as a pretest and posttest for the "Steps to Self-Determination" curriculum. The program is meant to assist students, with and without disabilities, to learn more about themselves and develop skills to achieve their goals, get support from family and friends, and learn…

School-aged adolescents (n=1,013) were asked to identify a recent and very distressing problem, problem type, and who or whether they asked for help. Most problems related to interpersonal relationships, education, and health. Help-seeking behavior was found to be predicted by problem type and gender but not year level or problem characteristics.…

The purpose of this study was to determine whether students from different academic settings differ in their usage of metacognitive strategies in mathematical problem solving, and if they do, what the differences are. A questionnaire was administered to students at various levels from academic tracks and academic streams requiring them to…

This study investigated whether secondary school students of varied backgrounds, enrolled at a private school developed for the purpose of integrating computers into all aspects of the curriculum and cultivating self-motivated learners, impose their existing motivational sets on computer programming, and whether instructional settings and…

The gap in the available information on the state of American Education is discussed. This inadequacy is traced to two causes: (1) Data are not organized in ways that would facilitate policy formation and (2) Data are scattered among a variety of agencies. Formulating effective public policy for the support of elementary and secondary education…

Metacognition is considered by most educationists to be an element necessary for many cognitive learning tasks. In general, within problem solving tasks, procedural, factual, and conceptual knowledge, by themselves, are insufficient for successful task completion. To be successful, the problem solver must usually demonstrate higher level cognitive…

Examines ways to motivate students who do not want to learn a foreign language. Questionnaires were completed by 191 year 9 pupils and 7 teachers. The responses of the teachers offered simple strategies that could be replicated without great addition to workload or financial outlay. Responses of a disgruntled minority of students are presented.…