This special issue summarizes parallel studies in five countries (Japan, Greece, Thailand, Republic of China, United States) investigating the causal linkages among socioeconomic status variables, family processes, and school variables on the mathematics achievement of urban elementary school children. Methodological problems in cross-cultural and…

Examined the relationship between Spanish reading achievement and native-language academic performance in mathematics, social studies, and science among limited-English-proficient Mexican Americans and limited- and fluent-Spanish-proficient students in a maintenance bilingual education program. Moderately high, positive, and significant…

Analyzes the factors behind children's learning difficulties in mathematics from three kinds of characteristics: characteristics of the child, of the teacher/teaching method, and of the subject. Suggests that perceived underachievement comes mainly from poor self-image, learning style, poor language skills, dyslexic-type difficulties, lack of…

Presented are practical methods exemplifying principles of assessment that involve minimal disruption of the instructional process and not impose additional work on the teacher. Informal assessment methods include annotated class lists and student work folios. Formal assessment methods include practical tests, student-constructed tests, and…

Studied is the validity of a theoretical model of achievement behaviors of 746 eighth grade students. Hypothesized effects of value of mathematics and expectations for success were not apparent. Direct influences on achievement for male were prior achievement and value, but for females, influences of difficulty, male domain stereotyping, and…

Presented is a summary of the actions taken by American College Testing in response to calls for reform in standardized testing. The areas of reform discussed are test development, test content, skills levels, test criteria, and new testing initiatives, such as alternative-response-format questions and calculator use. (MDH)

Twenty-three senior high school special education students were trained in the use of either a teacher-directed graphic advance organizer or a student/teacher-shared graphic advance organizer. Results revealed that the use of either type of advance organizer generated higher quiz scores in mathematics and science. (Author/JDD)

Assessed correlations between 415 first graders' scores on the Metropolitan Readiness Test (MRT), and their scores on standardized achievement tests in mathematics and reading in grades 3, 6, 9, and 10. Concluded that the MRT has potential for contributing to readiness decisions in early grades. (MM)

A study determined the abilities of students to interpret and represent graphs by asking 15-year-old female students (n=10) to write stories to accompany any 3 of 12 graphs presented. Results indicated that the students were not able to accurately relate real life situations to graphical forms. (MDH)

Assessed the achievement in addition, subtraction, multiplication, and division of 93 fourth graders before and after they received either computer or traditional classroom drill-and-practice instruction. Students who received computer instruction showed greater increases in achievement scores in subtraction and multiplication than did students…

Asserts that college students lack understanding of the concept of function. Based on an epistemological theory, offers an instructional treatment using computers that presents a process concept of function and results in substantial improvements in student understanding for many students. (29 references) (MDH)

Investigated why, contrary to expectations, group performance in a written test of problem solving was not better than individual performance. Examined protocols of students solving problems in groups and concluded that in much of the group discussion, students passed over right ideas in favor of simpler, but erroneous, ideas. (14 references) (MDH)

Described is a study that used LOGO to improve the proportional reasoning ability of students enrolled in mathematics classes for students poorly prepared for college-level mathematics. Included are the methodology, procedures for using logo, and a discussion of the results. (KR)

Over a 10-month period, normal children showed an increased reliance on memory retrieval and a decreased reliance on counting when they solved addition problems. There was an increase in speed of counting and of retrieving addition facts from long-term memory. Children with a mathematical learning disability showed no change in problem-solving…

This article traces the origin and development of special educational opportunities offered to students who are exceptionally able in mathematics, focusing on the Study of Mathematically Precocious Youth at Johns Hopkins University and the Center for the Advancement of Academically Talented Youth. (Author/JDD)