This document presents the mathematics curriculum framework of the Connecticut State Department of Education. Program goals are presented before the 10 K-12 content standards for mathematics. Each content standard's performance standards are listed separately for grades K-4, 5-8, and 9-12. (ASK)

The purpose of this study was to determine if the use of Learning Logic, an integrated-learning system, by high school students in Algebra I had a significant effect on the performance of these students when they subsequently enrolled in a traditionally taught Algebra II course. Four high schools were selected in which Learning Logic was used for…

This book is intended for school principals at every level to help develop a plan for raising mathematics achievement in their schools. Chapter 1 explores the current state of mathematics achievement in the United States and suggests some of the reasons why students as a whole do not compare more favorably with their international counterparts.…

In Appalachian Ohio, districts are 2.5 times more likely than other districts to earn "efficiency" ratings from the state education agency (SEA). District accountability performance is not adjusted for poverty or other structural threats, and affluent suburban districts are permitted to address the same standards as impoverished rural and urban…

Discusses the status of women in Dutch higher education. Dutch attitudes towards women's roles and education, and the lack of mathematics training in girls' elementary and secondary curricula, hinder women who want to pursue higher education and professional careers. (AM)

The effects of analytic versus nonanalytic cognitive styles and two modes of teaching techniques (discovery versus expository) on student performance on mathematics tasks were investigated. The analyses revealed no significant main effect of teaching methods. (Author/PN)

This review synthesizes research on relationships between performance on mathematics learning tasks to determine whether Piagetian tasks make useful readiness measures. Results indicated such tasks do not make useful measures, and suggested success on these is not necessary for many mathematics tasks. (MP)

In collaboration with the U.S. Department of Education, federal legislators, the North Central Regional Educational Laboratory, the Third International Mathematics and Science Study (TIMSS), and local businesses and community members, a consortium of 20 suburban Chicago school districts formed learning networks to master Goal 5 of the Goals 2000…

Suggests ways to analyze and modify typical classroom tests that are objective, easy to implement, and in accordance with the types of changes and recommendations being discussed to improve assessment. Sections include Criteria for Analyzing Classroom Tests; Modifying Test Items; Needed Steps; Cautions; and Conclusions. Uses actual classroom test…

Discusses the value of student self-assessment in promoting students' confidence in their ability to do mathematics and allowing them to become more independent in their learning of mathematics. The article describes various methods by which a student may self-evaluate and how the teacher might respond in fairly detailed examples. (AIM)

Comparison of the computation ability in addition, subtraction, multiplication, and division of 155 students (ages 9-14) with learning disabilities (LD) and 266 normally achieving (NA) students demonstrated that NA students outperformed students with LD. Students with LD had more algorithmic errors, and failed to show growth patterns by age. NA…

The reading and mathematics achievement and specific mathematics competencies of 74 children were followed during second and third grades. Although children with moderate mathematics deficiencies (MMD-only) and children with moderate mathematics and reading difficulties started out at the same level in mathematics, the MMD-only group surpassed the…

Describes patterns of achievement in mathematics and science for elementary and secondary students who participated in the Third International Mathematics and Science Study (TIMSS). Discusses the low achievement of Cyprus students and the responses of the public and the educational system. (SLD)

Results of the First, Second, and Third International Mathematics and Science Studies indicate that gender differences in math achievement at age 13 have decreased dramatically; at age 17, boys still do better in some areas. Full gender equity has not been achieved in some higher education and employment areas. There are new concerns about boys'…

Shows that the mathematics curricula used in the highest achieving countries are very similar and coherent. Using a visual comparison, this paper explains where the United States comes up short, noting that in the countries with the highest mathematics achievement, teachers have coherent guidelines (national curricula) and related tools and…