The Core-Plus Mathematics Project (CPMP) has completed development and evaluation of student and teacher materials for an integrated 3-year high school mathematical sciences curriculum for all students. This paper provides a brief overview of the CPMP curriculum in terms of its design and theoretical framework as well as a profile of the…

An overview of the 18 mathematics examinations offered by the College Board is provided. In addition to summaries of the purpose and content of each of the tests, the general purposes of the examination system, faculty involvement in test preparation, and the use of hand-held calculators during testing are discussed. Tables review the tests, the…

Data gathered under various statewide testing programs in South Carolina were used to assess the effects of PET (data base) training for teachers on student achievement. Reading and mathematics achievement data for students in grades 1 through 4 in South Carolina were compared for teachers who had received PET training and those who did not. A…

This paper attempts to generate a comprehensive description of the nature of mathematics anxiety through a synthesis of: (1) the general and test anxiety literatures applied to mathematics anxiety; (2) the mathematics anxiety literature, and (3) case studies developed through in-depth interviews. The indepth interviews were conducted with seven…

This study compared the test performance of deaf students with deaf parents (DS/DP) and deaf students with hearing parents (DS/HP) in math computation and spelling, two areas which appear to be least related to the development of abstract language. The Math Computation and Spelling subtests of the Stanford Achievement Test were administered to 10…

This study was undertaken in order to investigate the hypothesis that students who participated in extended-day kindergarten sessions would show more significant gains in achievement on the California Achievement Test (CAT) than those students who participated in half-day sessions. Sixty-six students attending extended-day kindergarten sessions…

A study involving 245 sixth grade students in three Israeli schools examined the effects of computer-assisted instruction (CAI) with fixed and adaptive feedback on the subjects' mathematics anxiety and achievement. Although CAI students' scores on anxiety measures were significantly different, no other significant differences were found. (TJH)

Examines whether task structures, grading practices, and grouping patterns influence the achievement standards that upper-elementary students use in reaching a positive evaluation of their ability. (PCB)

Elementary school mathematics curricula are being developed that are designed to use calculators. As the calculator-integrated curricula are developed, tests must be developed that involve the use of calculators. Some examples of how achievement tests using calculators would be different are considered. (RH)

Presented is a brief overview of Japanese education followed by specific ideas about important considerations in the teaching of mathematics in elementary grades. Examples are given for teaching flexibility in mathematical thinking. (RH)

Retesting involves multiple testing opportunities on the same subject matter in hopes of improving test scores and mastery of course material. The effects of retesting were investigated using 138 students in a college-level, remedial mathematics course. Results show that both retesting and the remedial course improved experimental group students'…

Provides a description of a detailed socialization model of election of mathematics courses. Mathematics achievement expectations and values are hypothesized to be influenced by students' perceptions of their own abilities, personal needs, and future goals, and by their perceptions of a set of task characteristics inherent in various achievement…

In 1982, the National Institute of Education commissioned seven leading research scholars to investigate the effect of desegregation on academic achievement. They concluded that desegregation has small positive effects on Black student achievement in reading and no effects on Black achievement in mathematics. (CT)

Presented are examples of problem-solving items from practical and written mathematics tests. These tests are part of an English survey designed to assess the mathematics achievement of students aged 11 and 15. (JN)

Mathematics achievement of 36 students in mainstreamed mathematics classes was compared with 44 students in self-contained classes. Analysis showed that integrated students performed significantly better than self-contained Ss. A model is proposed to account for differences: higher expectations, exposure to greater quantities of demanding…