Examines gender and rural-urban differences in achievement and macro- and micro-skills in mathematics. A representative sample of classrooms consisting of 1587 students from a mid-western Canadian province was administered a standardized achievement test battery. Concludes females scored better than males in all areas except mathematics and…

First and fifth grade students who scored high or low on a mathematics test were tested for intellectual ability and reading achievement. Students and their mothers were interviewed. Results indicated that factors associated with levels of achievement in mathematics operate in a similar fashion across three cultures that differ greatly in their…

Assessed differential contribution of personality to the explanation of variance in achievement in the mother tongue and mathematics at high school level in 1,200 Afrikaans-speaking students. The results indicated that personality, as measured by the High School Personality Questionnaire, aided the explication of variance in achievement in the…

Tested integrated learning set training on unidimensional classification, unidimensional seriation, and number conservation for kindergarten children lagging in cognitive development. Subjects (N=22) receiving instruction had low scores on Educational Ability Series (EAS) of Science Research Associates' Survey of Basic Skills. Subjects made twice…

Argues that, because problem solving has two aspects, a thinking process and a final product, a good evaluation requires consideration of both aspects. A holistic scoring point system is described. (PK)

The extent to which a teaching method that emphasizes Mastery Learning Strategies facilitates the learning of low and high socioeconomic status children in desegregated classrooms was studied. Participants were 117 seventh graders in desegregated mathematics classes in an Israeli junior high school. (BS)

Annual mathematics talent searches for 12-year-old students were conducted in Hamburg, West Germany. One-hundred-fifty students took part in a long-term Saturday enrichment program to train them in problem finding and problem solving. The philosophy of this program is explained and illustrated with preliminary data. (MNS)

Examines the influence of perceived parental expectations on Chinese children's school performance in mathematics. (HOD)

Reports on the cost-effectiveness of four educational interventions and their effectiveness in raising student achievement in mathematics and reading. Research shows that tutoring yields the best results. (MD)

Outlines two mathematics teaching strategies: the exploration/discovery approach to mathematical concepts, and the use of pair group problem-solving. These require teachers to shift from the traditional role of lecture/demonstrator to a role demanding new skills in planning and facilitating student work. Includes 10 references. (MD)

Significant differences were found in the mathematics test scores and word knowledge scores of Swedish junior high school students from one-parent versus two-parent families. Similar lower achievement patterns for students from one-parent families emerged with high school seniors. Results are discussed in terms of family configuration theories.…

Examines whether learning rates vary across students, teachers, and subject matter as a function of instructional time. Offers a model of the relationship between time and learning. Discovers that the varying positive effects of instructional time on reading and mathematics achievement depend on teachers' and students' initial ability. (ETS)

Using 77 junior high school students in two mathematics classes, this study investigated sex differences in interaction patterns and achievement in small cooperative learning groups. Results related to the male-female ratio in a group. Explanations for these results and consequences for group composition in the classroom are discussed. (BS)

Assessment practices as determined from a literature review are discussed within the categories of screening, classification, instruction, and related issues. A range of instruments was found to be used. (MNS)

A test of whether metacognition is a separate factor from cognition was conducted by measuring the effects of metacognitive factors in problem solving, while attempting to hold relevant cognitive factors constant. Learning disabled subjects were less skilled in metacognition with respect to knowledge about cognition and regulation of cognition.…