Reviews and compares "Gender and Mathematics" edited by Leone Burton and Valerie Walkerdine's book "Schoolgirl Fictions" on proposed truths related to gender issues in mathematics. Issues include (1) attention given to boys and girls in mathematics class; (2) the effects of noncompetitive classroom environments; and (3) sex differences in…

Discusses aspects of cooperative problem solving that include the selection of appropriate problems and the grading of group and individual papers using an analytical scoring scale. Offers six tips for grading cooperative problem solving. An appendix provides solutions to cited problems, potential follow-up questions, and an annotated…

This study, with 103 nongifted students and 77 female and 76 male gifted students in grades 3, 6, and 9, found that gifted females evidenced self-defeating causal attributions for math performance relative to gifted males only in grade 9. For the nongifted subjects, the sex differences were not as pronounced. (DB)

Studies female engineers' characteristics, how they were socialized into engineering, and coping mechanisms for a male-dominated work world. Interviews with 29 women and 3 men suggest that women choose engineering because of the challenge, interest, and parental influence. Many female engineers experience gender discrimination and problems with…

Presents guidelines for developing and evaluating games in mathematics, including a concrete example--coordinate geometry taught by the Rubber Bones game--and its evaluation using (n=52) seventh graders. Guidelines for development include analysis of the concepts and the learner, nature of learning, enjoyability, integration, and evaluation. (48…

Study investigated relative merits of using teacher judgment and Slosson Full-Range Intelligence Test (SFRIT) to estimate students' math and reading achievement. Analyses of students enrolled in a remedial-reading program, showed that the SFRIT recovered more variance from the distributions of math and reading tests than did teacher judgment. (RJM)

This study examined the arithmetic calculation abilities of kindergarten and first-grade children (n=108) with different patterns of cognitive functioning: low language, low spatial ability, general delays, and nonimpaired. Nonverbal, story, and number fact problems were differentially sensitive to variation in cognitive ability. (Author/JDD)

Discusses whether gender differences in mathematics education exist in Zambia, and what are the possible causes. Differences were found to be present both in terms of access and performance. Possible reasons for such differences are examined in light of attitude questionnaires, including the role of teachers. (Contains 33 references.) (Author/MKR)

Explores whether scale economies in a single statewide, nonproperty-tax-supported district differ from studies in more traditional settings. The sample consisted of 179 randomly selected Hawaiian elementary and middle schools enrolling sixth-grade students. Stanford Achievement Test scores for grades three and six were used. Smaller schools had…

Longitudinal analyses of individual growth curves and the aggregation of individual curves to describe institutional growth were studied using achievement scores from students moving from grade one to grade eight and their ability scores for one year. Complete data for 529 individuals (reading) and 527 individuals (mathematics) were used. (SLD)

The effect of summer break on mathematics and spelling performance of second through fifth grade students were assessed by comparing aggregated curriculum-based test scores administered in the spring and fall. Results indicated second and third grade students regressed in spelling; not in mathematics. The reverse was true for fourth and fifth…

A mathematics achievement test was taken by 132 U.S. and 110 Japanese fifth graders. Scores were higher for the Japanese, and relatively better for computation than problem solving. The reverse was true for the U.S. students. Results are discussed in terms of amount and kind of exposure to mathematics. (SLD)

Extent to which findings derived from 4 approaches to multimethod multitrait analyses (MTMM) were consistent in providing estimates of construct validity related to measurement of 4 dimensions of perceived competence across 4 maximally dissimilar rating methods was determined using sample of 158 eleventh graders in Canada. Four MTMM approaches…

Researchers used the 1981-84 Pennsylvania Educational Quality Assessment Program to study student socioeconomic status (SES), race, and gender as related to mathematics achievement in fifth, eighth, and eleventh graders. At all three levels, Whites scored higher than Blacks, and achievement varied directly with SES levels. There were no replicable…

Project looked for out-of-school factors accounting for differences in elementary mathematics and reading achievement using California Achievement Test scores and data on student mobility, minority groups, student free lunch eligibility, and students living with two parents. Results indicate about half of school-to-school variance in achievement…