Reports the data from 242 beginning student teachers in New Zealand about their feelings/attitudes toward mathematics, and from 166 of them regarding their understanding of mathematics. Indicates that a significant proportion of the students have deeply negative feelings/attitudes and lack understanding of relatively simple mathematics. (Contains…

Explores gender differences in the mathematics achievement of students in the last grade of high school and changes in these differences over a 10-year period in the United Arab Emirates. Indicates no significant overall differences but in the last six years females scored higher, although effect sizes were small. (Contains 28 references.)…

Questionnaires involving attitudes towards mathematics and achievement in mathematics given to (n=1,082) high school seniors found that the means of each attitudinal variable were not much different among the 3 groups, but that high- achieving students consistently showed a small deviation on each attitudinal variable. Includes mathematics…

Research indicates that state-mandated tests (like ISTEP+, the Indiana Statewide Test of Educational Progress Plus) can catalyze school improvement. A focus on curriculum, instruction, assessment, professional development, and parental involvement boosted third-graders' ISTEP+ math achievement scores in one Indiana district. (Contains 15…

Study examines whether the implementation of an instructional management system served to improve student math achievement and the classroom instructional environment. In addition, the study examined the extent to which adding a curriculum-based monitoring system to an ongoing math curriculum would result in positive changes in the classroom…

Highlights the findings of the performance assessment component of the Third International Mathematics and Science Study (TIMSS), discussing implications for future assessments and issues for further analysis and research. The TIMSS has demonstrated the feasibility of large scale performance assessments, but what the numbers really mean remains to…

Interview-based study investigated epistemologies of practicing British mathematicians, noting the impact on how they conducted their professional lives and examining sex differences in their careers. Relates findings to mathematics learning in schools, noting lessons to be learned regarding equally achievable mathematics success by any student.…

Describes progress of efforts of four Title I elementary schools in Idaho to raise student scores on state-mandated mathematics tests. Variations in patterns of progress among schools were attributed to differences in staff commitment and principal leadership. (PKP)

A sample of 293 local district assessments used in the Nebraska STARS (School-based Teacher-led Assessment and Reporting System), 147 from 2004 district mathematics assessment portfolios and 146 from 2003 reading assessment portfolios, was scored with a rubric evaluating their quality. Scorers were Nebraska educators with background and training…

The situations created by individual style of problem solving in mathematics by children are discussed. Children can solve their mathematical problem by correcting their misconceptions on their own with the use of open discussions with others.

Minority students face numerous academic barriers for achievement in the classroom as well as outside the school. The National Council of Teachers of Mathematics (NCTM) suggests six principles for maintaining the standard of school mathematics.

Recent federal initiatives, including Good Start Grow Smart, and the Child Care and Development Grant (CCDF), call for states to develop early learning standards for children ages 3-5 in language, literacy and mathematics. To date, 43 states have such standards, with the remaining seven in progress. In this article, we argue that coherent, quality…

In this study, the authors used structural equation modeling to investigate relationships between ability constructs from the "Wechsler Intelligence Scale for Children-Third Edition" (WISC-III; Wechsler, 1991) in explaining reading and mathematics achievement constructs on the "Wechsler Individual Achievement Test" (WIAT;…

Students with emotional and behavioral disorders (EBD) who are educated in integrated settings are often at risk for school failure because of their inability to remain attentive, complete tasks and assignments, and accomplish homework. In other words, they are characterized by their inability to manage their academic and social behavior. The…

Argues that for schools to reach the No Child Left Behind Act requirement that all children reach proficiency in reading and mathematics by 2014, a major effort must be made to develop and implement high-quality compensatory prekindergarten programs. The major features of these programs include sufficient time, precise targeting, thoughtful focus,…