Nine freshmen in a ninth-grade accelerated algebra class were asked to solve five nonroutine combinatorial problems. The four mathematically gifted students were successful in discovering and verbalizing the generality that characterized the solutions to the five problems, whereas the five nongifted students were unable to discover the hidden…

Draws on data from 1988 National Education Longitudinal Study to estimate the impact of block-scheduled mathematics course on 10th-grade student achievement and teachers' use of class time. Findings suggest that while block scheduling is positively associated with teachers' use of multiple instructional methods and more individualized instruction,…

Describes how prospective elementary teachers examined, analyzed, and evaluated four students' written responses on a graphing task for an end-of-course performance assessment in a mathematics methods course. Provides evidence of the prospective teachers' pedagogical content knowledge. Indicates the importance of process and correct answers and…

Discusses four examples of beliefs held by secondary school mathematics students. Suggests implications for classroom teaching. Eight references are listed. (YP)

Problem solving by example is an intermediate step toward mastering problem-solving heuristics. Discussed are problem-solving processes by using two problem examples. Emphasized are heuristics cataloging in a problem-solving log, and approaches to solutions, not the solutions themselves. (YP)

Outlines an instructional plan working within the existing structure of most colleges that produces higher levels of student achievement through the manipulation of time. Described are the objective-based unit design, group instruction, initial test, corrective procedures, and retest. Lists 10 references. (YP)

This paper compares the performance of China and the United States at the high-school-level International Mathematical Olympiad, focusing specifically on the United States' short training period and lack of women team members. Ways in which the United States benefits from Chinese mathematical talent are described. (JDD)

Illustrates an activity used in the classroom to reteach previously learned concepts, to review a unit, to introduce a vocabulary, to practice estimation, or to improve number sense. Provides three sets of game cards and explains how to use them. (YP)

Classifies children's solution strategies by degree of abstraction and by use of physical objects. Children in grades one, two, and three were given two multiplication and four division word problems that differed in semantic structure. (Author/YP)

Described is how the faculty of a high school accepted the responsibility of helping students gain a better working knowledge of metric measures during National Metric Week. Day-by-day activities for a week are included. Eight references are listed. (YP)

A 16-item questionnaire concerning independence and 3 divergent thinking tests were administered to 3 groups of preadolescent boys (N=91) and their mothers as part of an ongoing longitudinal study of exceptional giftedness. Results indicate significant correlation of mothers' and boys' independence scores with divergent thinking test scores. (TJH)

The extent to which motivation/attribution variables explain self-confidence in learning mathematics (SCLM) and whether students make attributions for their successes/failures in mathematics were studied, using 489 seventh graders. Attributional style, effort as a mediator of ability, failure as an acceptable phase in learning mathematics, and…

Describes the efforts of the Lawrence Hall of Science (LHS) to establish non-sexist mathematics instruction through the workshop "Math for Girls" which stresses creative problem solving and the creation of a department (EQUALS) that facilitates teacher education in non-sexist mathematics instruction. Provides information concerning…

The effects on mathematics achievement of having fifth graders engage in elaborative and integrative processing were studied using 121 students. Subjects were randomly assigned to cognitive-processing, fact-sheet, or control groups. Results show that cognitive processing is related to memory and understanding and is more effective for higher…

Investigated the effects of the Chicago Child Parent Center and Expansion Program for six social competence outcomes up to two years postprogram. Duration of intervention was significantly and positively associated with reading and mathematics achievement, teacher ratings of school adjustment, parental involvement in school activities, grade…