This study investigated the attitudes, behavior, and mathematics achievement of 200 second- through fifth-grade children who received a midmorning snack of nuts and raisins. It was hypothesized that a nutritious snack would counter low blood sugar in children who consumed a high-sugar breakfast or had no breakfast at all. Experimental subjects…

An analysis of three issues concerning the possibility that sex differences in causal attributional patterns may be important mediators of sex differences in persistence in one's mathematics education are addressed. These issues include: (1) the exact nature of the sex differences in attributional patterns for school achievement and the…

The relationship between the referential communication accuracy of mothers and their 4-year-old children and the children's achievement in vocabulary and mathematics at age 12 was examined in 47 American and 44 Japanese mother-child pairs. Positive correlations were found in both cultures. (Author/BN)

Investigation into the most effective use of a kindergarten screening battery to predict second-grade reading and mathematics achievement found that a combination of 10 readiness subtests resulted in the same degree of accuracy as that obtained using the entire battery. However, neither version was accurate enough to be useful. (Author/CB)

Describes a study that examined the similarities and differences in computer related attitudes between sixth grade boys and girls of different mathematics achievement levels. Students' responses to questions about self-confidence in their computer abilities, the utility of computers, and general attitudes toward computers are reported and…

John Saxon's incremental development model has been proclaimed as a superior teaching strategy for mathematics. This study evaluated the Saxon approach and textbook using 276 Algebra I students in experimental and control groups. The groups were compared in cognitive and affective areas. Results are presented. (Author/MT)

Statistical methods are presented for studying "correlates of diversity," defined as characteristics of educational organizations that predict dispersion on the dependent variable. Strategies based on exact distribution theory and asymptotic normal approximation are considered. (TJH)

Grade point average, mathematics course enrollment, sex, spelling, and language expression were found to be more potent predictors of mathematics anxiety than were mathematics achievement variables. Verbal skill, as well as taking more mathematics courses, seemed to be good predictors of overall mathematics achievement. (MNS)

The mathematics achievement of 11,914 men and women aged 15 to 22, who participated in the National Longitudinal Study of Youth Labor Force Behavior in 1980, was analyzed to assess sex, education, and ethnic group effects. Generally, achievement of all groups increased the longer they were in school. (Authors/MNS)

A lesson in editing was learned from a study of errors made on a national mathematics test in Israel. Analysis indicated that the errors were often caused by careless printing of the test, misleading figures, poor designations, or ambiguous phrasing. (MNS)

Investigated sex differences in computer attitude and aptitude and the relationship of these variables, math aptitude, math anxiety, and scholastic achievement to computer involvement among college freshmen (N=941). Sex differences were found in attitudes, computer aptitude, and math prerequisites. Computer aptitude related to math ability and…

The academic performance of 1,480 behaviorally disordered and learning disabled children (grades 1-3) was compared. Results indicated that differences in academic performance between behaviorally disordered and learning disabled students were trivial. The two groups did not differ in factor structure of achievement test performance, nor in…

Measured girls' (N=43) attitudes toward mathematics and general ability before and after a Logo learning experience. Results suggest that the Logo experience had a positive effect on general ability and on expressed interest in learning about mathematics. (JN)

Differences in the meaning of the terms "learning" and "achievement" are discussed, with implications for appraisal, placement, curriculum, and instruction. Visual discrimination learning, paired associate learning, adapting to learning, and learning to learn are illustrated with references to learning disabled students. (MNS)

A nine-item practical test was developed to determine the feasibility of including practical testing in the mathematics curriculum. The nature of the test, administration procedures, results obtained, and general comments on students' responses to the testing are discussed. (JN)