Examines the discrepancy between mathematics skills demanded of job applicants and actual need for these skills in carrying out the job. Cites the plight of those who leave school who are being denied graduation and an opportunity for employment for which they might be suited because they failed basic math competency tests. (EAO)

Criticizes the use of new biological theories of human behavior to inform educational policy. Discusses a study by Benbow and Stanley on differential math performance by boys and girls, to illustrate problems inherent in attempts to link a biological substrate with human achievement. (Author/GC)

Compared background characteristics of 49 Hispanic technical college students to those of 53 nonminority students. Findings suggest that socioeconomic factors are influential in the academic achievement of the Hispanic group, particularly in mathematics. Fewer Hispanics received career counseling in high school than did their nonminority peers.…

Dialogue from an interview with a child about division basic facts is presented. The facts are considered by groups, and specific errors are noted. Finally, remediation ideas are given. (MNS)

A three-year research project in England investigated the probability concepts of students aged 11-16. A 26-item test was administered to 2,930 students. The development and test results of one item are presented to illustrate the difficulty of item construction and interpretation. (MNS)

This experiment investigated the effects of progress self-monitoring on children's achievement and percepts of self-efficacy in the context of mathematical competency development. Results showed that self- and external monitoring led to significantly higher percepts of efficacy, skill, and persistence compared with no monitoring. (Author/PN)

The Study of Mathematically Precocious Youth found large and consistent sex differences in mathematical reasoning ability favoring boys, as reported by Benbow and Stanley (1980, 1981). This investigation studied the development and consequences during junior and senior high school of the sex differences found in seventh grade. (Author/PN)

Data on the mathematics attitudes and achievement of fourth through sixth grade students were considered in relation to sex of student, grade level, type of achievement test, and time during the school year at which the measurements were taken. (Author/CJ)

Over 300 students assessed their causal attributions and expectations for success and failure in mathematics, and their self concepts of math ability. Results varied, depending on research method employed, but did not when taken together support the hypothesis that girls are more learned helpless in mathematics than are boys. (Author/GC)

The degree to which it is possible to identify, from data in their cumulative folders, students likely to fail a high school competency test is investigated. Results indicated that some predictor variables could be used to identify those likely to fail Senior High Assessment of Reading Progress and the Test of Proficiency in Computational Skills.…

Effects of multiage grouping on achievement and self-concept were explored. No significant differences were found between children in multiage and single-age classrooms on any of the achievement measures. Multiage classrooms had higher mean scores on one of the six factors of the self-concept scale, Happiness and Satisfaction. (Author/GK)

This report integrates and briefly discusses some of the empirical findings from field research on educational programs for low-income students. Evaluation indicates the learning gap in mathematics achievement between low-income and middle-income primary grade students can be bridged in many different settings. (MP)

Examines the impact of the aptitude treatment interaction (ATI) between cognitive style and study method on mathematical achievement of disadvantaged students. The findings are thought to suggest that individualized study methods should be investigated further as viable aids for disadvantaged elementary students. (MP)

Investigated the Mathematics Problem Solving (MPS) and Mathematics Concepts (MC) subtests of the Iowa Tests of Basic Skills for content and psychometric item bias at grades three, six, and eight. Identified items which favored either males or females. Found no skill classification, item content, or location trends. (Author/JAC)

Eight female fourth- and fifth-grade mathematics teachers, 69 of their middle-class pupils, and the pupils' parents were asked to indicate the extent to which each of 10 given causes influenced the pupil's grade. Their perceptions on teacher, pupil, and parent responsibility for success and failure are compared. (Author/SJL)