This study examined ethnic differences in performance among 78 elementary students (22 Black and 56 White students in grades 2 through 6) who participated in a special program for mathematically talented children and 185 non-participants. Results indicate that the program was successful in identifying and helping mathematically talented Black…

Examined were the effects of student cognitive entry behavior, prescribed mastery level, and information about criterion on mathematics achievement. Studied were 36 third graders assigned to four levels of being informed. Findings differed for children at low and high entry levels. (MNS)

Measurement of cognitive abilities using the Inventory of Piaget's Developmental Tasks of 94 learning disabled fourth- and fifth-grade children found that a linear combination of reading and mathematics achievement yielded a significant positive correlation to cognitive ability. No sex differences were found. (Author/DB)

Summarizes several intervention efforts and programs dealing with the underrepresentation and lower achievement levels of minorities and women in mathematics. Suggests five directions for new approaches and an expanded research base. (YP)

Discusses factors leading to mathematics anxiety, including personality factors, pressure from authority figures, time pressure, public failure, the right/wrong dichotomy, constructive criticism, and competition. Suggests a number of specific ways that parents and teachers can help reduce students' anxiety. (MKR)

Describes an educational experiment at Heriot-Watt University (Edinburgh, Scotland) in which 40% of the mathematics assessment for the students' first year was undertaken by a computer program. Discusses aspects of security, human-computer interface, and educational matters such as partial credit, and presents implications for the future.…

Illustrates use of rule space as a tool for cognitive analysis of students' mathematical behavior. The rule-space approach is explained and used to classify students according to two methods for solving linear algebraic equations in one unknown and diagnose their knowledge states on this topic. (Author/MDH)

Students (n=61) in an experimental course stressing active student involvement and the use of a computer algebra system scored higher than students (n=76) in a traditional college algebra course on final measures of inductive reasoning, visualization, and problem solving while maintaining equivalent manipulation and computation skills. (Author/MLB)

A structural model exploring relationships between ability, beliefs about mathematics, and achievement in remedial college mathematics is presented. In this study (n=236 students), previous mathematics skills were significantly related to beliefs, but beliefs were unrelated to final course grade for males. Conversely, beliefs about mathematics…

Findings of this study, involving 210 female adolescents, demonstrated that subjects who achieved in English were more likely to score high on tests of creative thinking and obtain high intelligence quotient (IQ) scores. Achievement in mathematics and art were not as highly correlated with creative thinking but were related to high IQ scores. (JDD)

Compares fifth grade reading and math achievement scores for schools on the Missouri Mastery Achievement Test in rural and urban elementary schools. Found no significant differences between rural and urban schools on achievement. Rural schools were more homogeneous in achievement and SES. Free and reduced lunch status was the best predictor of…

Proposes offering college students an optional performance contract that requires full class participation and resubmission of incorrect test items to alleviate mathematics anxiety. A comparison of students opting or not opting for the contract indicated that contracted students outperformed their counterparts in the latter stages of the course.…

Two prediction models using age and entry-level reading and math scores to differentiate completers and noncompleters were tested with 1,319 community college adult basic education students. Persisters and dropouts were not homogeneous groups; for example, General Educational Development completers differed from other completers, and early and…

Comparison of the transcripts of 2,098 high school graduates from 1982 and 1989 showed that vocational graduates made only small gains in math/science achievement. Most vocational graduates did not progress beyond general math or science courses. (SK)

Parents of 42 children (ages 2-32) with Lesch-Nyhan disease were questioned concerning the subjects' behavior patterns. Grouping of responses into nine categories of cognitive skills indicated that only one boy showed any significant cognitive impairment. Despite evidence of good cognitive and emotional skills, subjects were academically delayed,…