Explores profiles of mathematical competencies in upper secondary students within six countries: (1) Austria; (2) France; (3) Germany; (4) Sweden; (5) Switzerland; and (6) the United States. Explains that results from the Third International Mathematics and Science Study (TIMSS) test were in line with expectations about cultural and instructional…

Examined how stereotypes might become activated in testing situations, noting the effects of this activation on task performance. Data collected on college students suggested that explicitly and implicitly activated stereotypes were equally detrimental to student performance. Members of a traditional nonstigmatized group (white men) were affected…

Examined the performance of Irish students on multiple-choice, short-answer, and extended-response item sets from the Third International Mathematics and Science Study to determine whether Ireland's relative rank among the more than 40 countries involved remained stable. Findings provide additional evidence that comparing student achievement…

Comparison of gifted, average ability, and low ability sixth grade students (total n=208), in either homogeneous or heterogeneous instructional settings, found a positive effect for achievement in mathematics for the gifted students in the homogeneous grouping. No significant difference in mathematics achievement based on grouping was found for…

Investigates classroom control, self-regulation strategies, and academic achievement of sixth-grade students (n=302). Hypothesizes that a combination of teacher and student control affects student mathematics achievement. Finds that achievement and self-regulation depended upon classroom processes. Includes references. (CMK)

Introduces standards-based middle grades mathematics instructional materials designed to engage and challenge students in mathematical investigation. Details the challenges of change for teachers, administrators, parents, and students. Highlights a study of the Missouri Middle School Mathematics Project, which implemented one of the NSF curricula,…

Examines student mathematics achievement in rural and urban areas of Yunnan Province (China) using a sample of students in 162 schools to study the effect of the students' school location, family background, and teacher qualifications. Reveals that the level of teacher training greatly affects student knowledge. (CMK)

Used data from the Third International Mathematics and Science Study (TIMSS) to document cultural differences in what constitutes school mathematics. Explored intended, potentially implemented, and implemented curricula in participating countries. Findings show the many ways to structure eighth-grade mathematics. (SLD)

Examined black-white disparities in 4th, 8th, and 12th grade mathematics achievement and instruction, using data from the 1990, 1996, and 2000 National Assessment of Educational Progress. Results identified substantial black-white achievement gaps. Socioeconomic status failed to account for much of the gap. Several instruction-related factors…

Describes the achievement gap between minority and non-minority students in science and mathematics. Provides advice to parents, educators, and students on how to raise minority-group achievement. Describes the Meyerhoff Scholars Program at the University of Maryland, Baltimore County, which recruits and supports minority students who excel in…

Investigates the ways children used their schemes of fractions to interpret fraction situations. Records clinical interviews with nine children (grades three through five). Reports that children do not establish relationships among different schemes when giving meaning to a given situation. (Author/YP)

Describes school effectiveness characteristics and student characteristics in schools that made an improvement in academic achievement of Black students. The characteristics were orderly environment, clear school mission, high expectations, opportunity to learn, and frequent monitoring. (YP)

Investigates how primary-level pupils can solve word problems more effectively using computational skills in small, cooperative groups. Points out six principles for successful cooperative groups through problem solving protocol analysis: (1) teach strategies; (2) rehearse techniques; (3) involve everyone; (4) cooperate to solve problems; (5) keep…

Analyzes error patterns of kindergartners' mental addition task. Eight weeks of computational practice affected the errors of unpracticed combinations on a retest. Seven of 10 children mastered previously unknown combinations involving zero by learning a relationship rather than the practice and memorization of individual facts. (Author/YP)

Presents games for practicing and reinforcing the basic facts of addition, subtraction, multiplication, and division in spite of differences in age and ability. Describes the materials and rules for the games. (YP)