In a two-part experiment, a severely learning-disabled youth was treated for lack of reading and math skills using token reinforcers for correct responses. The subject reached a 90 percent correct response rate following implementation of experimental design. Part two produced a 100 percent achievement level for the most difficult math items.…

Six papers discuss concerns and research in mathematics education and reflect the diversity of approaches used in addressing substantive issues related to mathematics teaching and learning. Student, curriculum, and teacher are considered in empirical and conceptual studies, each of which also presents a review of the literature. (SLD)

Mathematics achievement and preferences were assessed for 114 students in grades 2-7 who participated in a gifted math program, and compared to 146 students who were accepted but did not participate. Participants' scores in hematical achievement were significantly higher than nonparticipants' scores; the groups did not differ on preferences for…

Describes five problems for a mathematical contest for secondary school students: poster competition, team contest, speed contest, swiss contest, and relay contest. Provides the instructions, a typical problem, and scoring criteria for each. (YP)

The effects of teaching strategy, relevant knowledge, and strategy length on high school students' mathematical learning ability were studied. Performance was found to increase as levels of relevant knowledge increased. Characterization strategies were found to be more effective than exemplification strategies for students with high relevant…

This study investigated differences between high and low school attending of 38 severely emotionally disturbed adolescents. High attenders were from higher socioeconomic backgrounds, demonstrated higher mathematics skills, exhibited a superior behavioral adjustment, and were more likely to travel to school by private rather than public…

Examines factors related to computer anxiety measured by the Computer Anxiety Index (CAIN). Achievement in two programing courses was inversely related to computer anxiety. Students who had a home computer and had computer experience before high school had lower computer anxiety than those who had not. Lists 14 references. (YP)

This study examined ethnic differences in performance among 78 elementary students (22 Black and 56 White students in grades 2 through 6) who participated in a special program for mathematically talented children and 185 non-participants. Results indicate that the program was successful in identifying and helping mathematically talented Black…

Examined were the effects of student cognitive entry behavior, prescribed mastery level, and information about criterion on mathematics achievement. Studied were 36 third graders assigned to four levels of being informed. Findings differed for children at low and high entry levels. (MNS)

Measurement of cognitive abilities using the Inventory of Piaget's Developmental Tasks of 94 learning disabled fourth- and fifth-grade children found that a linear combination of reading and mathematics achievement yielded a significant positive correlation to cognitive ability. No sex differences were found. (Author/DB)

Summarizes several intervention efforts and programs dealing with the underrepresentation and lower achievement levels of minorities and women in mathematics. Suggests five directions for new approaches and an expanded research base. (YP)

Discusses factors leading to mathematics anxiety, including personality factors, pressure from authority figures, time pressure, public failure, the right/wrong dichotomy, constructive criticism, and competition. Suggests a number of specific ways that parents and teachers can help reduce students' anxiety. (MKR)

Describes an educational experiment at Heriot-Watt University (Edinburgh, Scotland) in which 40% of the mathematics assessment for the students' first year was undertaken by a computer program. Discusses aspects of security, human-computer interface, and educational matters such as partial credit, and presents implications for the future.…

Illustrates use of rule space as a tool for cognitive analysis of students' mathematical behavior. The rule-space approach is explained and used to classify students according to two methods for solving linear algebraic equations in one unknown and diagnose their knowledge states on this topic. (Author/MDH)

Students (n=61) in an experimental course stressing active student involvement and the use of a computer algebra system scored higher than students (n=76) in a traditional college algebra course on final measures of inductive reasoning, visualization, and problem solving while maintaining equivalent manipulation and computation skills. (Author/MLB)