The study found that the Kaufman Assessment Battery for Children (K-ABC) was valid in predicting reading, mathematics, and written expression for Black, Hispanic, and White male students referred for special education services. The K-ABC scores were not valid predictors, however, of written language achievement for referred females. (Author/DB)

This study used the Second IEA Mathematics Study data to examine which of the 10 measured attitude dimensions were pertinent in explaining mathematics achievement variance of Form One students in Hong Kong. Correlational and commonality analysis revealed several of the attitude dimensions contributed to the explained achievement variance.…

Provides an overview of research relative to achievement in the area of similarity. Suggests activities which might improve student understanding of the concept. (PK)

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)

Argues that reasons for teaching geometry before second-year algebra include higher student achievement and attitude and better abstract thinking. (PK)

Delineates and describes four types of questions which may help teachers learn more about student understanding, namely, silent questions, oral questions, written questions, and students' questions. (PK)

Describes a study of the use of certain curriculum materials (SMP 11-16) with a third-year class of low attainers in mathematics. The study involved classroom observation and a student questionnaire. It was concluded that the materials were at least partially successful. (PK)

Describes an installation of Comprehensive Instructional Management System (CIMS), a management information system for the instruction of mathematics in a New York school system. Suggests that CIMS has yielded dramatic gains in mathematics performance. (PK)

Describes a remedial college course in intermediate algebra designed to improve student success rate. Suggests that the course was easy and inexpensive to implement and required a minimum of reorganization. (PK)

College students were asked to write equations using one of two sets of notational systems. Results indicate that the use of more explicit notation did not help problem-solving performance. (Author/PK)

Results of three studies are presented that demonstrate the significance of academic intrinsic motivation for children's education. As predicted, academic intrinsic motivation was found to be significantly and positively correlated with children's school achievement and perceptions of academic competency, and negatively correlated with academic…

Controversy, an aspect of small-group interactions, was investigated in 10 mixed-ability, mixed-sex, elementary math groups through analysis of dissension episodes. Results showed that boys and higher-ability students had significantly more prevailing answers and demonstrations. (Author/LMO)

Reviews research on effects of teacher expectations on student achievement; suggests faulty teacher expectations could affect mathematics achievement when certain conditions are present; and presents recommendations which address teacher expectation behaviors to serve as guidelines for improving classroom environment. (MBR)

The Lisrel-model with structured means was used to study similarities and differences in the development of mathematical ability between two student groups as measured by two tests on three successive occasions. Procedures for testing models to assess the contribution on an individual parameter to the goodness of fit are described. (Author/BS)

The literature on proportional reasoning is reviewed. After methodology is discussed, strategies used to solve proportion problems, variables that influence performance, and training studies are each considered. (MNS)