Reviews research on the development of academic skills in arithmetic and early reading, emphasizing the individual cognitive processes occurring during learning. Offers implications for the development of new methods of assessment that stress processes, rather than just products. Suggests that researchers in cognitive development and assessment…

An experimental design study compared the effect of periodic use of the "Geometric Supposers" software to nonuse on geometry achievement of two tenth grade classes (n=58). Results suggest that "Geometric Supposers" promotes higher achievement, particularly on Higher Level and Application Problems. No difference on Lower Level…

A study of 255 fifth graders and 177 eighth graders from 12 randomly chosen Mexican schools was conducted to identify and characterize the students' computational estimation skills and strategies. Data from computational estimation tests and selected interviews revealed that Mexican students employed general estimation processes similar to U.S.…

Differences in attitude toward mathematics of German students (n=748) aged 14-19 were examined to verify previously reported differences. Results indicated continuing gender differences in interest in mathematics, perceived importance of mathematics achievement, and mathematics career choice; changed views on gender roles. (Contains 25…

The Second International Mathematics Study tested mathematics knowledge and skills among 13-year-olds and final-year secondary students in 17 countries. Discusses population definitions; research administration; research design in relation to mathematics curricula; context variables (ethnic composition, language of instruction, tracking, rurality,…

Examines whether feminine or masculine gender role behavior is associated with lower academic achievement in general as well as in mathematics and whether these relationships increase with age in a sample of 333 boys aged 6 to 10 years. Variations are only marginally correlated with school achievement. (SLD)

Finds that African-American students (age 13): (1) perceived themselves as having had significantly less exposure to instruction than did European-American students; and (2) scored significantly lower in mathematics achievement than did European-American students. Notes that parental support significantly determined attitude toward mathematics for…

Teachers' conceptions about assessment were studied through a questionnaire completed by 152 mathematics teachers in Greece and 610 teachers in Cyprus. Questionnaire responses produced a rather optimistic picture of teachers' views, but 10 semi-structured interviews that followed showed that teachers in both countries have a rather vague…

Highlights three examples that show some schools and districts around the country using Title I funds to support their efforts to improve mathematics achievement. (ASK)

Presents an overview of the geometry findings of the Third International Mathematics and Science Study (TIMSS) and ways to use problems from the study to assess students' understanding of geometry. (ASK)

Surveyed parents of middle school students to assess types of in-home parental support for students' mathematics learning. Found that students with the most supportive parents demonstrated higher mathematics achievement and more positive mathematics attitudes than students with the least supportive parents. "Motivator,""Resource Provider," and…

Combines item response theory (IRT) and statistical methods to analyze California Achievement Test-Mathematics (CAT-M) results for 4,135 seventh graders in northeast Ohio. Provides information to educational analysts about which IRT model fits CAT-M data for the target population, test accuracy in estimating students' abilities at different…

Suggests that an explanation for the differences in mathematics problem-solving strategies found in the study by E. Fennema and others may be simply that the girls in the study population are less interested in mathematics than the boys and explores some implications of this explanation. (SLD)

Describes a study that explores the relationship between affective variables and mathematics achievement among high-risk students enrolled in developmental-mathematics courses. Finds that time taken from traditional instruction in college algebra to encourage persistence and problem-solving skills enhances spatial visualization, promotes…

Examines values and purpose in mathematics education in Scottish schools in light of declining Scottish scores on international and national mathematics assessments and the rhetoric of national policy documents. Argues that policy documents convey an unclear, dual vision of mathematics learning as a carefully structured activity with predetermined…