Among conclusions of the review of the literature are that learning-disabled (LD) females have lower IQ's and more severe academic achievement deficits in some aspects of reading and math, but are somewhat better in visual-motor abilities, spelling, and written language mechanics than LD males. (Author/DB)

Research findings indicate a strong relationship between computer science aptitude and general achievement and mathematical achievement among junior high students (N=69). No significant difference was found in computer science aptitude test scores for males and females. (IAH)

Relative performance of single-sex education and coeducation for 3,265 eighth graders in Thailand was assessed. Scores on standardized mathematics tests indicate that single-sex schools are more effective for females, whereas coeducational schools are more effective for males in improving student mathematics performance. These differentials are…

Summarizes several findings from review studies conducted on students' attitudes to mathematics. Suggests the methods to improve students' attitudes. Lists 26 references. (YP)

Tenth graders' causal attributions about mathematics and reading success/failure were examined, along with relationships between these attributions and academic achievement and sex. Achievement data for 143, 153, and 105 of the students from grades 2, 5, and 10, respectively, were analyzed. Some attributions are sex specific, but others are not.…

Integrates research on mathematics anxiety, regarding its nature, effects, and relief by using meta-analysis. Concludes that mathematics anxiety depresses performance and that mathematics and test anxieties both relate to general anxiety. Discusses the sex difference of the anxiety and its effects on achievement. (Author/YP)

The status quo in mathematics is not equitable, especially for female and minority students. Some criteria for an equitable mathematics program are given. (MNS)

Using student interviews, teacher ratings, and achievement test outcomes, a strategy model of student self-regulated learning was validated as a theoretical construct. Results with 44 male and 36 female 10th graders indicate both convergent and discriminative validity for a self-regulated learning construct. (TJH)

When 99 British 7-year-olds with moderate/severe learning difficulties, physical disabilities, or no disabilities were assessed on Level 1-3 mathematics targets of the National Curriculum, it was found that Level 1 may be too demanding and that targets were not attainable for some children with special educational needs. (JDD)

This article examines the level of understanding by children (six- to seven-year-olds) of the addition and equality symbols. The article reports that about half of the subjects were unable to write the mathematical expression of simple addition while they were able to do it verbally. (YP)

A study of math instruction with and without a computer-assisted component (CAI) was conducted to determine the influence of teachers' attitudes on the achievement of 117 seventh-and eighth-grade remedial math students. Results indicate a major role for the teacher's personality in CAI and non-CAI interventions. (TJH)

The impact of different elementary school curricula (grades three and six) on standardized achievement test scores at item and objective levels, and differences across curricula in generation of item factor loadings were studied. Specific and generally small differences in textbooks within a district were not significant. (TJH)

Discusses the problems of and some solutions presented by the American mathematics education reform movement. Describes ideas concerning criteria for curriculum, assessment, learning, teaching, and teacher education. Proposes several recommendations for a new agenda. (YP)

Statistics are presented concerning background characteristics of 292 students who scored well on the mathematical sections of the Scholastic Aptitude Test at age 12 or younger. Discussed are the ratio of girls to boys, geographic distribution, verbal ability, parents' education level and occupational status, siblings, and educational…

Offers seven criteria for developing mathematical thinking, plus suggestions for teaching and assessing students' progress that are compatible with each learning criterion. Provides evaluation sheets that help the teacher assess and grade students on the criteria. (10 references) (MDH)