Delineated characteristics of over- and under-achievers within a sample of 372 randomly selected public school students aged 6 through 17 years from 3 racial-ethnic groups and 2 levels of socioeconomic status. Found discrepant achievement not to be unique to particular race, intelligence, gender, age, family size, or degree of family intactness.…

Discusses the implementation of a family math night. Describes three activities for the night: (1) graphing; (2) estimation; and (3) problem solving. Provides two references. (YP)

Identifies and describes three steps where connections between written symbols and understandings can be made: (1) developing meaning for symbols; (2) developing meaning for rules; and (3) checking the reasonableness of solutions. (YP)

Discusses planning lessons for the learning disabled student. Defines four deficits: (1) visual-processing deficit; (2) auditory-processing deficit; (3) kinesthetic deficit; and (4) reasoning disorders. Describes strategies for each of the four deficits. (YP)

Two authors introduce the topic of visualization in mathematics education. Fourteen articles are briefly described. (YP)

School effectiveness indices based on residuals from regressing test performance onto prior test performance and socioeconomic status were obtained for two consecutive years for 431 elementary schools. The resulting indices were found to be stable, and it was found that grade-within-school effects dominated global school effects. (TJH)

Reports students were more successful in estimation for a problem in context than for the pure computation. Describes students' strategies to make estimates in context. Discusses how to teach estimation. (YP)

A total of 101 students in grades 3, 4, and 5 were given a 3-week course in helping behaviors before being taught math concepts in cooperative-learning groups of 5 to 6 students. Results demonstrated that giving and receiving explanations or other meaningful help were related positively with academic achievement. (MDM)

Presents a conceptual framework to explain the differential success of Japanese children in mathematics learning based on Stevenson and Stigler's effort-versus-ability model, and argues that the Japanese effort model needs to be examined in a social context including the factors of dependence and obligation. (23 references) (Author/MKR)

Investigation of (n=41) eighth-grade mathematics classrooms in which three teaching approaches (algorithmic practice, teaching with meaning, and problem-process approach) found that the problem-process groups showed increased achievement and improved student attitudes. (38 references) (Author/MKR)

This study investigated relationships between self-perception of a learning disability (LD) and self-concept and social support among 56 elementary students with LD. Children with less negative perceptions of their LD showed higher math achievement scores and perceived more positive self-concept, intellectual and behavioral competence, and support…

Examines the options of academic acceleration and enrichment for maintaining high levels of challenge, interest, and achievement in children who are extremely gifted in mathematics. Recommends acceleration combined with enrichment as the best option. (34 references) (MKR)

Compares sixth-graders' math and reading achievement at year-round and traditional schools in the same (Ohio) school district. Uses a randomized, control-group, posttest-only method controlling for the effects of history maturation and pretesting. The statistical and practical results favor the alternative year-round calendar, particularly when…

Exam scores and final grades of college students (n=34) enrolled in a cooperative learning section of a remedial mathematics course were higher than students (n=42) in a section taught using traditional lecture methods. (15 references) (Author/MKR)

Develops a list of graded mathematical terms which gives a quick estimate of a child's reading ability in mathematics. Asserts that this instrument could identify students who need instruction in mathematics vocabulary and who have difficulty reading their mathematics textbooks. Finds a high correlation between teacher estimates and results…