The math performance of 30 18-20 year olds and 37 adult students studying elementary education was compared. Older students did slightly better; adults without math background or who had previous negative math experiences did very well; and those who did well were not likely to choose math as a primary subject. (SK)

Develops a theoretical model of the salient organizational variables related to mathematics achievement in high school. The model is composed of three variables: socioeconomic status, academic press, and collective efficacy. Finds, for example, that collective efficacy is the significant variable in the model in influencing mathematics…

A study involving 1,244 eighth-grade females who were high achievers in algebra, investigated characteristics of those who ended up taking calculus (n=474). Results showed differences between the two groups in mother's education, socioeconomic status, and educational aspirations. However, when applying all factors together, they did not predict…

Examines the effects of a dyadic peer-mediated treatment, Peer-Assisted Learning Strategies (PALS), on first-grade children's mathematics development. Results indicated that treatment implementation was strong; teachers judged PALS to be effective and generally feasible; and students with and without disabilities, at all points along the…

Conducted an analysis of achievement on the fourth and eighth grade mathematics and science results from the Third International Mathematics and Science Study (TIMSS) to identify the mathematics and science content knowledge and understandings associated with the TIMSS. Two 10-member panels of experts studied each country's benchmark descriptions…

Asserts that while females have made gains in high school mathematics, science, and technology achievement, they still lag far behind males in undergraduate degrees in computer science, engineering, and physics. Advocates continuation of math and science enrichment and support programs for females. (PKP)

Discusses results of latest Program of International Student Assessment developed by the Organisation for Economic Co-operation and Development that tested 15-year-olds in 32 countries in reading, mathematics, and science. Focuses on reaction to below-average results in Germany. (PKP)

Uses panel members (1,502 seniors) of the 1988 National Education Longitudinal Study to identify variables that produce high mathematics achievement. Finds, among other things, that the best predictor of student mathematics achievement is prior ability--regardless of race, gender, or from intact or nonintact households. (Contains 85 references.)…

Evaluated ability of Cognitive Levels Test (CLT) to estimate current achievement in mathematics (as measured by KeyMath Revised) and reading (as measured by Woodcock Reading Mastery Tests-Revised) among 38 private elementary and secondary school students. Validity coefficients indicated that CLT scores were moderately to highly correlated with…

The hypothesis that social comparison processes mediate the relation between ability-grouping practices in mathematics and students' achievement expectancies was tested in a sample of 452 sixth-graders. Achievement expectancies depended on both the type and level of their ability-grouping assignments. The implications of this effect are discussed.…

Describes a course in problem solving for undergraduates not majoring in mathematics or science. The course was unusually successful in bringing average students to mathematical thinking. (Author/MKR)

This article describes the City of London Polytechnic Mathematics Competition for Inner London Secondary Schools. The question design policy is specified, and examples of tie-breaker questions are given. (Author/JDD)

Fourth grade and fifth grade mainstreamed and at-risk students, who were offered systematic review of content and practice to become comfortable with achievement test formats and timed situations during mathematics instruction, scored significantly higher than control students on three measures on a mathematics achievement test. (Author/JDD)

This study of 137 students in grades 6 through 8 found no significant differences between the mean scores of sixth and seventh grade students with and without inhalant allergies on a mathematics concepts subtest, but found that eighth grade students with inhalant allergies performed better than eighth grade students without inhalant allergies.…

Assessed effects of three-week break on elementary students with and without mild disabilities in mathematics. Found that regression was not indicated when levels of comparison were examined, although levels of performance for students with and without disabilities differed significantly after break. Students with positive prebreak trends were…