An 11-item math concept curriculum-based measure (CBM) was administered to 171 eighth grade students. Scores were correlated with scores from a computer adaptive test designed in conjunction with the state to approximate the official statewide mathematics achievement tests. Correlations for general education students and students with learning…

A study involving 80 undergraduates with deafness enrolled in first-year algebra courses found students were more likely to miscomprehend a relational statement and commit a reversal error when the required arithmetic operation was inconsistent with the statement's relational term. Reading ability influenced performance, and errors decreased as…

Meta-analyses of sex differences in attitudes and affect specific to mathematics found that effects were small in size and similar to sex differences in mathematics performance. When differences did exist, the pattern was for females to hold more negative attitudes than males. However, males held more sex-stereotyped attitudes than did females.…

A meta-analysis of studies conducted between 1974 and mid-1987 on sex differences in mathematical tasks is presented. Methods used include estimations of: (1) parameters for a random effects model, and (2) coefficients for a linear-regression equation, all based on effect sizes calculated from each study. Differences have been decreasing. (TJH)

The current status of research and development on cooperative learning in mathematics is discussed in an interview with Neil Davidson. The focus is on significant achievement differences favoring small group procedures. Key issues discussed are cooperative learning and problem-solving skills, and students' need for some kind of reward. (JD)

Studied role of self-efficacy in mediating gender differences on Investigative and Realistic General Occupational Themes of the Strong-Campbell Interest Inventory among 71 male and 77 female entering university freshmen. Path analyses suggested a correlation where mathematics self-efficacy and high school mathematics preparation mediated gender…

Discussed are experiences in using the calculator to assess mathematical understanding on the Missouri Mastery and Achievement Tests (MMAT). Data from a calculator group and a no-calculator group at the eighth- and tenth-grade levels are reported. Several items showed differences between groups. (YP)

Describes some boisterous physical games which might be useful in promoting learning, especially in elementary mathematics classes with the socially disadvantaged. Provides a discussion of Jerome Bruner's theory which undergirds such activities. Presents results of an experiment using these methods with 160 children. Finds the case for using play…

Delineated characteristics of over- and under-achievers within a sample of 372 randomly selected public school students aged 6 through 17 years from 3 racial-ethnic groups and 2 levels of socioeconomic status. Found discrepant achievement not to be unique to particular race, intelligence, gender, age, family size, or degree of family intactness.…

Discusses the implementation of a family math night. Describes three activities for the night: (1) graphing; (2) estimation; and (3) problem solving. Provides two references. (YP)

Identifies and describes three steps where connections between written symbols and understandings can be made: (1) developing meaning for symbols; (2) developing meaning for rules; and (3) checking the reasonableness of solutions. (YP)

Discusses planning lessons for the learning disabled student. Defines four deficits: (1) visual-processing deficit; (2) auditory-processing deficit; (3) kinesthetic deficit; and (4) reasoning disorders. Describes strategies for each of the four deficits. (YP)

Two authors introduce the topic of visualization in mathematics education. Fourteen articles are briefly described. (YP)

School effectiveness indices based on residuals from regressing test performance onto prior test performance and socioeconomic status were obtained for two consecutive years for 431 elementary schools. The resulting indices were found to be stable, and it was found that grade-within-school effects dominated global school effects. (TJH)

Reports students were more successful in estimation for a problem in context than for the pure computation. Describes students' strategies to make estimates in context. Discusses how to teach estimation. (YP)