Slavin's 1987 review of research of between- and within-class ability grouping on achievement of elementary students is discussed, and its assumptions examined. It is suggested that recent theory and research make the Slavin review most useful from the perspective of historical analysis. (SLD)

Forty-eight students with no previous exposure to probability or statistics read one of three textbooks that varied in emphasis placed on rote and conceptual learning of basic elementary probability concepts. Findings, among others, show students who read textbooks emphasizing conceptual learning tended to be less sensitive to surface features.…

The High School Mathematics Test was administered to 9,582 high school students in Illinois and to 1,700 in Japan. The Japanese sample scored more than two standard deviations above the American sample. Factors associated with mathematics achievement included number of mathematics courses taken and student motivation. (GDC)

This annual report discusses the mathematics being taught and ways of teaching it. The need for improvement is reinforced by data from the Second International Mathematics Study. (MNS)

A mathematics learning hierarchy was developed, with examples of lateral and vertical transfer instructional treatments--achievement only, or achievement with understanding--were used with 177 eighth and ninth graders. The achievement with understanding treatment was better for lateral transfer for most students, and vertical transfer for the more…

Research on when and how geometric concepts are learned is briefly discussed. Several teaching suggestions are included. (MNS)

The Multidimensional-Multiattributional Causality Scale and the Mathematics Attribution Scale were administered to 107 gifted high school students. Both scales' assessments of the attribution of school success and failure to effort and ability were significantly correlated. Limited support for their convergent validity was indicated. (Author/GDC)

Observes 75 first- and third-grade children in their classroom mathematics seatwork to test assumptions drawn from Vygotsky's theory about the development of private speech and its relationship to task performance, attention, and motor behaviors accompanying task orientation. (HOD)

An important aspect of Ontario's participation in the Second International Study of Mathematics was a comparative analysis of students' mathematics achievement from 1968 to 1982. Achievement levels remained remarkably constant. The problem of declining achievement in the United States was not apparent in this analysis of Ontario students. (LMO)

Catholic schools have a positive effect on verbal and mathematics achievement growth from the sophomore to senior year of high school. Catholic schools produce higher-achieving students in academic programs, require more semesters of academic coursework, and assign more homework. (Author/RM)

Presents mathematics education research referenced alphabetically by author within three categories (research summaries, articles, and dissertations). Grade or age is indicated for each reference, and an index is included. Index topics include achievement, algebra, arithmetic operations, attitudes/anxiety, calculators/computers, cognitive style,…

Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

The authors attempt to show how the dissemination of uncorrected state Scholastic Aptitude Test (SAT) scores may have created an inaccurate public and governmental perception of the variation in educational quality. Their research demonstrates that comparing state SAT averages is ill-advised unless these ratings are corrected for compositional and…

Conclusion about site-specific determinants of educational outcomes of the controversial longitudinal evaluation of the Follow Through programs (1976) are challenged again by reexamining the Direct Instruction model data. Reanalysis confirms earlier critiques and supports more recent research funding on the relationship between types of…

Responses from about 500 average ability students at the end of ninth grade to an algebra assignment are reported and discussed. (MNS)