Describes the methods and preliminary findings of the Videotape Classroom Study, a video survey of eighth-grade mathematics lessons in Germany, Japan, and the United States. Part of the Third International Mathematics and Science study, this research project is the first study of videotaped records from national probability samples. (SLD)

Examined whether 11th-grade girls and boys enrolled in advanced mathematics courses nationwide were socialized in similar ways, using Campbell's differential socialization paradigm. Results uncovered a gender gap favoring boys. Self-imposed pressure and persistence had important direct effects on achievement. Self-concept had important direct…

Using linear modeling, the Prospects dataset was employed to examine effects of instructional and school organizational characteristics on first- and third-graders' math and reading achievement. Results supported environmental and interactive instructional approaches, but not a coupling (coordination) approach. Collegiality, support for…

America must focus on educating its population according to its own "whole-child" standards and prioritize education funding. The "American Way" involves watching TV, participating in organized sports, and allowing teens to work. It would be hard to make necessary social concessions to meet higher standards. (Contains 20…

Examines the between-teacher differences in students' mathematics progress in two studies in London (England), one involving 776 Year 1 students and the other involving 22 schools and 28 teachers. The more of the mathematics curriculum teachers covered, the greater the progress made by students. (SLD)

The temporal stability and intertask consistency of an eighth-grade mathematics performance assessment and how task similarity affects the ability to generalize results of the assessments were studied with results from 101 eighth graders. Results support the suggestion that large-scale performance assessments be used with considerable caution…

Results of the Third International Mathematics and Science Study (TIMSS) illustrate the urgency of strengthening mathematics education. School leaders can determine whether more of Title I funds should be shifted to mathematics programs. Title I can be a key resource for raising expectations for students, professional development, and the use of…

This case study reflects block scheduling's effects on advanced-placement mathematics courses of one veteran teacher tracking personal progress since 1989. Block scheduling began in 1994, creating problems for the teacher, whose resistance to the reform was based on declining advanced-placement scores. Teacher attitude and insufficient…

Reviews research literature and policy documents on mathematics education, concluding that a combination of high quality curriculum materials, professional development, pedagogical strategies, and assessment, based on recent standards documents, is necessary but not sufficient for achieving mathematics for all. Educators and policymakers need more…

The regression-discontinuity design was used to study the cumulative effect of ability grouping in mathematics in Israeli junior high schools. Results from a final sample of 1,169 seventh graders show that placement in ability groups increases the gap between students at different grade levels. (SLD)

Examined aspects of early childhood environment related to developing mathematical concepts in three studies. Found that family day care providers rated math skills as less important than others, but believed skills were acquired the same way. Parents and providers reported similar frequencies for engaging children in math activities. Activity…

This reprint of an article on results of longitudinal studies of mathematically precocious youth is preceded by a commentary. The commentary stresses that results of the studies indicate that there is no evidence that accelerants lose interest in the area of acceleration or experience knowledge gaps. (Contains references.) (CR)

Presents a four-year longitudinal study that twice measured the attainments in self-esteem, reading, and mathematics of children, in Year 2 and Year 6. Reveals that attainments in mathematics were stable while reading comprehension attainments were significantly higher in Year 6. Suggests that self-esteem and school attainment are significantly…

Used data from the Third International Mathematics and Science Study to examine "shadow education" (structured outside-school activities that mimic formal education) as a macro-phenomenon of modern schooling. Findings show shadow education to be prevalent worldwide, but generally remedial in nature, and usually driven by institutional…

Sfard and Thompson (1994) state that what matters most is that educators develop ways of thinking, teaching, and learning mathematics. This study introduced constructive habituation, a new strategy developed to aid both students and teachers in the thinking, teaching, and learning of mathematics. Constructive habituation attempts to unite…