Examines the role of portfolios as an alternative method of mathematics assessment in the primary grades. Defines math portfolios and their use, and proposes ideas on how to evaluate progress in classification, numbers, and spatial relationships. Suggests that use of portfolios focuses on problem solving and reasoning, and places responsibility on…

Used path analysis to examine effects of spatial skill, math anxiety, and math self-confidence as mediators of gender differences in Mathematics Scholastic Aptitude Test (SAT-M) in upper third of college-bound adolescents. Found that mental rotation and math self-confidence indirectly mediated the gender-SAT-M relationship. Most of the mediational…

The eight chapters of this theme issue use quantitative and qualitative methods to explore the nature and nurture of young participants in the mathematics Olympiad from five countries. Parallel studies are presented of winners from China, Taiwan, and the United States, along with descriptions of programs in Japan and Russia. (SLD)

Discusses a method of implementing the computer algebra system DERIVE for diagnosis and remediation of basic difficulties in mathematics. Learning activities for junior high school students were developed, each directed at a different area of difficulty. The basic strategy implemented in these activities is replicating and completing examples.…

Explores cultural, academic, social, and mythical factors that affect the achievement and representation of minorities in mathematics. Summarizes efforts of the National Research Council's Mathematical Sciences Education Board (MSEB) to eliminate underachievement and underrepresentation of minorities in mathematics through its national project,…

Examines questions raised by the Algebra Project relating to sociocultural contexts in which mathematical learning takes place and the contribution of social processes to the construction of mathematical knowledge. Finds that the project goal of improving minority student prospects in advanced mathematics and science is measurable and well worth…

Describes the success of the Escalante Math Program in East Los Angeles in teaching mathematics to poor minority students. Fundamental principles of the program include the following: (1) accountability; (2) hard work; (3) demand; (4) love; (5) parental involvement; (6) respect and values; (7) nutrition; and (8) drug use prevention. Discusses…

Describes studies involving students sponsored by A Better Chance, Inc. (ABC), a nonprofit search and referral service that identifies and places talented minority inner-city children. Results indicate that standardized tests do not necessarily predict ABC student success, and that ABC students can be productively directed toward mathematics and…

Investigates gender differences and the role of spatial visualization in problem solving in high school geometry. Reports that, whereas males and females differed in spatial visualization and in their performance, they did not differ in logical reasoning ability or in their use of geometric problem-solving strategies. (Author)

Investigates the development of concepts and processes associated with computational estimation. Twelve students at each of grades three, five, seven, and nine were interviewed. The older children understood better than the younger children what was asked but were uncomfortable with estimation processes and outcomes. (Author/YP)

Discusses the use of the computer to encourage a versatile approach to learning involving both symbolic/logical and visual/holistic types of mental activity. Provides experimental data showing the effect of an enhanced Socratic mode of teaching. (YP)

Investigation of associations between learning-disabled children's ability to repeat pseudowords and their performances on other measures of phonological processing and academic achievement found that repetition ability was more closely related to reading and spelling skills than to mathematics achievement, while measures of phonological skills…

A study of 683 first graders in Baltimore (Maryland) examined the effects of the amount of children's kindergarten experience on first-grade performance. It appears that kindergarten contributes more to cognitive improvement rather than socialization. (TJH)

Describes study conducted in England, Scotland, and Wales based on a national sample of 11-year-olds that investigated the relationship between large verbal and non-verbal differences in ability and underachievement in mathematics and reading. Sex differences are also examined and further research needs are suggested. (14 references) (LRW)

Third- through sixth-grade mathematically talented students (n=306) enrolled in a flexibly paced university mathematics course far exceeded the normative achievement gains expected over a one-year period. Restricting such students to a rigid instructional pace may have a deleterious effect on motivation and achievement. (64 references) (MKR)