The authors examined how math track placement and gender affected 7th-grade students' self-esteem, self-concepts, and social comparisons. Participants were 170 students who completed surveys that assessed their self-esteem, academic self-concepts of ability, and the kinds of social comparisons they make. Results showed that higher track students…

To build cognitive foundation for number, twenty-six low-performing, low-SES first graders did mathematical physical-knowledge activities, such as "bowling," during the first half of the year. As their arithmetic readiness developed, they tried more word problems and games. At the end of the year, these children did better in mental arithmetic and…

This paper highlights the dynamics that led to the narrowing of the achievement gap between students in the Hebrew-speaking and Arabic-speaking schools in Israel. Instead of looking at one point of time (Zuzovsky, 2005), this paper examines changes between 1999 to 2003 in certain school/class-level variables and relates them to the uneven increase…

A theoretical model and methodology is presented that allows the path or trajectory of an individual's emotional experience during problem solving to be depicted and empirically studied. The trajectory of one's emotional experience reveals how well the individual copes with the frustration of problem solving by indicating how quickly recovery…

Mathematical meanings can be developed when individuals construct translations between algebra symbol systems and physical systems that represent one another. Previous research studies indicated (1) few high school students connect whole number manipulations to algebraic manipulations and (2) students who encounter algebraic ideas through…

The summary information contained in this report provides teachers, school administrators, students, and the general public with an overview of results from the January 1997 administration of the Mathematics 30 Diploma Examination by the Alberta Department of Education in Canada. This information is most helpful when used with the detailed school…

The summary information contained in this report provides teachers, school administrators, students, and the general public with an overview of results from the January 1997 administration of the Mathematics 33 Diploma Examination by the Alberta Department of Education in Canada. This information is most helpful when used with the detailed school…

The summary information contained in this report provides teachers, school administrators, students, and the general public with an overview of the results from the June 1998 administration of the Mathematics 30 Diploma Examination by the Alberta Department of Education in Canada. This information is most helpful when used with the detailed school…

This bibliography identifies reports of research on the effects of variables other than knowledge of content on mathematics test performance. The listing was developed for a synthesis of its research, performed by meta-analysis at Adrian College, Michigan, in 1985. Variables chosen for study were determined by the criterion that each could be…

Parents' perceptions of their own past and present math achievement and their perceptions of the math abilities and attitudes of their daughters and sons were investigated. Reported here is one aspect of the study, focusing on the nature of sex-typing of parental attitudes toward math and the extent and consistency of such views. Data were…

Fourth graders (n=204) and seventh graders (n=185) were given a prior-knowledge inventory, a graph test, and reading and achievement tests during four testing sessions. Significant predictors for graph comprehension were identified for both grade four and grade seven students. The results suggest that children should be involved in graphing…

Sex-related differences in achievement were studied in a random sample of 130 schools, using data from the Second International Mathematics Study. No significant differences were found in arithmetic, algebra, and probability and statistics; for geometry and measurement, boys were more successful. (MNS)

Challenges Benbow and Stanley's claim that boys are naturally better than girls at mathematics. Presents data counter to this conclusion and assesses the impact of the media's coverage of the Benbow and Stanley report on parents' attitudes. Concludes that math aptitude is strongly determined by parents' stereotypic beliefs. (KH)

The impact which standardized mathematics tests have upon classroom instruction--content, sequence, pacing--is explored, and harmful consequences are discussed. Four suggestions are offered for enabling teachers to minimize "teaching for the tests" and to present a mathematics curriculum appropriate for their particular students. (DG)

The status of mathematics assessment in Canada is described by province within region. A table provides an overview of the testing programs. Differences and similarities among the programs are noted, but results are not included. (MNS)