Formal use of cooperative learning techniques proved effective in improving student performance and retention in a freshman level statistics course. Lectures interspersed with group activities proved effective in increasing conceptual understanding and overall class performance. (11 references) (Author)

Fourth-grade students (n=45) either with or without learning disabilities and achieving or not achieving at grade level in math were asked to explain strategies used to solve computational problems. Strategies were classified as reproductive or reconstructive (which varied in applicability and efficiency). Significant group differences were found.…

The predictive relationship between noncognitive variables, high school mathematics coursework, and admissions test scores with subsequent achievement in college mathematics was investigated. Noncognitive variables were found to be significant predictors of student grade performance in introductory mathematics taken during the first year of…

Results of this evaluation study did not find that attribution retraining (embedded within a mathematics computer-assisted instructional program) had a significant impact on the attributions of 29 students with learning disabilities. However, students in the attribution retraining condition did complete more program levels and scored higher on…

Study examined the effect of frequent testing on eleventh grade algebra students' performance. One group was tested weekly and another biweekly for two months, then the testing schedule was reversed for two months, over eight months. Results indicated definite performance improvements during weekly versus biweekly testing. Students preferred…

Estimated impacts of on- and off-campus work on first-year student (n=210) cognitive outcomes. With controls made for precollege cognitive level and other relevant influences, amount of on- and off-campus work had little negative impact on first-year students' reading comprehension, mathematics achievement, or critical thinking. (Author/NB)

Compared Scholastic Aptitude Test (SAT) scores of coached and uncoached students (over 1,100) generally and relative to sex, race, high school attended, when coaching occurred, and specific coaching course taken. Found average coaching effect of 6 points on verbal section of SAT and 18 points on mathematics section. Reviews claims made by several…

Uses Beginning Teacher Evaluation Study data to estimate gender and socioeconomic status effects on reading and mathematics achievement for a sample of second and fifth graders. Boys learned significantly more in mathematics, whereas girls learned more in reading. Instructional time allocations were not significantly related to gender.…

Annotates and reviews five professional resources concerning the comprehension processes of reading and mathematics and recommends several ideas for classroom practice. (MG)

Tested model of middle school science and mathematics achievement with national probability sample of 3,116 seventh grade students. Collected data from students and parents over three time periods in seventh and eighth grades. Concluded that, although prior achievement had dominant influence in schooling process, other variables including parental…

The Peabody Individual Achievement Test-Revised offers a standardized assessment of an individual's level of academic performance in reading, mathematics, spelling, written expression, and encyclopedic knowledge. The test is designed as a screening device for students ages 5-18. This paper describes administration, summation of data,…

Presented is a comparison of two major surveys of the teaching and learning of mathematics conducted by the International Association for the Evaluation of Educational Achievement. Surveys indicate that performance levels have declined in computational skills and increased in algebra. (Author/CW)

Compared was the mathematical performance of secondary school students for whom a graphic calculator was a standard mathematical tool, with that of students of similar background without regular access to graphing technology. Increased achievement on symbolization tasks, especially for females, was shown for students who used the graphing…

Investigation of the relationship between short-term memory (STM) and working memory (WM) with 75 children and adults with learning disabilities and 86 children without learning disabilities concluded that STM and WM reflect different processes, both of which seem to separate the 2 ability groups. Both STM and WM were related to reading…

Reports results of an international study showing the United States ranking behind other countries in science and math. Compares differences in teaching methods and teacher preparation that may explain differences in the math performance of U.S. students. (SK)