A Netherlands study shows that differences in student achievement between parallel classes taught by different teachers may be very small. Teachers' coordination efforts relate primarily to instructional goals and content. Regarding classroom instruction, large differences among teachers may be detected. Teachers may need more information to…

The National Council of Teachers of Mathematics formulated its Standards in response to a broad consensus demanding change. The Core-Plus Mathematics Project (CPMP) is an effective National Science Foundation-supported effort to design, prepare, evaluate, and disseminate curricular options for an NCTM standards-based high-school mathematics…

Investigated relationships among different types of errors occurring during probability problem solving by 50 graduate students without mathematical sophistication. Categorized errors as text comprehension, conceptual, procedural, and arithmetic/computation errors. Discusses implications for the teaching and learning of probability problem…

Studied the effects of poor school funding and child poverty on mathematics achievement in U.S. schools using data from the Second International Mathematics Study. Results suggest the substantial and statistically significant net effects on mathematics achievement of level of school funding and child poverty. (SLD)

Examines the status of Broward County (Florida) Public Schools high school students, who must satisfy the district's algebra requirement in order to graduate. Data indicate that the majority of district students are meeting the new, higher standards; 80% of seniors in school year 1998-99 had previously completed the algebra requirement. (MLH)

Discusses some results of the Third International Mathematics and Science Study (TIMSS) and responds to criticisms of that study. (WRM)

Following a preexperimental assessment of computer interactive math performance, four regular education students participated in an ABAB reversal of treatment design. Treatment entailed computer-displayed monetary reinforcement for correct self-assessments. Three of the four students demonstrated high rates of correct problems/minute during…

Analyzed academic achievement scores of 115 African American students referred for psychological examination. Although tests purported to measure the same mathematics or reading constructs, statistically significant mean differences were present in four of six comparisons. Reading comprehension measures shared the lowest amount of common variance.…

Scores of 77 entering British nursing students on a math diagnostic test were compared to their math grades on General Certificate of Secondary Education (GCSE) exams. Results suggest that Advanced-level math is a good predictor of future math performance. Although GCSE grade C is an entry standard for nursing, it does not ensure math competence.…

To allow variable amounts of time for students to complete Algebra I, a gateway course, schools must address four issues: curriculum, instructional methods, assessment, and scheduling. The Algebra I curriculum should be divided into four parts; assessments should be designed to measure students' mastery of each part. Also, a two-period block of…

Voluntary national exams in reading (grade 4) and mathematics (grade 8) would mobilize Americans to increase student achievement. Tests would be overseen by a public, independent governing board, based on respected National Assessment of Education Progress frameworks and standards, and given to individual students. Results would be released…

In Eurocentric cultures there is a belief that there are gender differences in mathematics achievement. In reality, those differences are small whereas differences among ethnic groups, countries, and schools--often related to privilege--are much larger. (JOW)

Jinfa Cai's study comparing Chinese and American sixth-grade students' mathematics performance found that American students did better on simple and complex problems than on computation. One reason might be Asian countries' stress on rote learning. Paul George's 1995 monograph "Japanese Schools: A Closer Look" found instruction…

Used national survey data to examine the impact of high school algebra on students who differed in mathematics skills before entering high school. Regression analysis with over 12,500 students indicates that all students benefit from taking algebra, although benefits are smaller for those with very low prior achievement. (SLD)

The effect of optional retesting on the achievement of 1,314 college students in an individualized algebra course was studied. A performance improvement was found for about 90% of students who had earned a "B" or lower. Optional retesting appears to affect initial mastery, but not cumulative mastery. (SLD)