Described are the cultural and philosophical differences between the U.S. and the British education systems, in general, and the school mathematics curriculum, in particular. Included are two recommendations for strategic change within the U.S. mathematics education structure that are perceived as advantageous for the high achieving student. (JJK)

The relative math expectancies (RMEs) and math-performance attributions of 122 male and 177 female eighth graders were examined in relation to an Expectancy-Attribution process model of performance. Results from the Mathematics Attribution Scale and a RME rating scale support the model and indicate gender differences in cognitive patterns in…

Results from 40 high school students on the mathematics subtest of the Scholastic Aptitude Test (SAT) support the prediction that successful students would have more prior knowledge and would be better at defining problems, assembling strategies, and avoiding computational errors. Results are discussed in terms of a cognitive processing model.…

Investigated the relationships among mathematics achievement, affect, and home background for Hong Kong students (n=1766) in grades 7-13. Achievement was most closely related to academic and nonacademic self-concepts and attitudes toward mathematics, and the latter was most influenced by self- and parental expectations. (LDR)

In approximately 1,000 grade-4 and grade-5 classrooms in Pakistan, student mathematics and science achievement were not related to teacher absenteeism, aggregate student absenteeism, or minutes of instruction. The findings suggest the limits of educational policy interventions: that mandatory allocated instructional time is less relevant to…

As part of Alberta's provincial initiative, teacher-researchers in two Calgary school districts developed and field-tested quality indicators for assessment of student artwork and mathematical problem solving. The resulting qualitative materials depend on informed professional judgment and student involvement in self-assessment; celebrate…

Explored the variables that affect enrollment in eighth-grade algebra for African-American students. Studied constructs that fell into three broad categories: individual characteristics, home/parent variables, and school-related variables. Assessed data from the base-year student and parent data files of the National Education Longitudinal Study…

The 1996 National Assessment of Educational Progress math scores for eighth-graders show that when socioeconomic status is considered, English-proficient Asian students have no achievement advantage over other ethnic groups. However, Chinese sixth-graders, using abstract reasoning skills, outperformed American students on 12 open-ended math…

As an alternative form of mathematics assessment for use with limited-English-proficient students, 14 mathematics tasks using manipulatives were administered to 45 Hispanic students in grades 1-3 and readministered 2-3 weeks later. Test reliability and validity, task difficulty, and the relationship among test subscales across grades were…

Compared reading, writing, and mathematics achievement of Title I and non-Title I third graders in comparable multiage and single-age classrooms in three school districts. Found higher achievement among non-Title I students in multiage settings when compared to those in a single-age setting. No setting differences were observed for Title I…

Data from 882 high school students in 48 mathematics classes demonstrate that student achievement is significantly lower in general-track classes than in college-preparatory classes, with achievement in transition classes (classes in California and New York bridging the gap between elementary and college-preparatory mathematics) falling between…

Examined whether relationships between high school students' educational and career aspirations and their parents' educational levels differed. Students' mathematics achievement, ethnicity, gender, and socioeconomic status were also examined. Interviews indicated that relationships between parental factors and student variables differed by mother…

Twenty-nine elementary special education teachers each monitored 2 students with mild disabilities using curriculum-based measurement (CBM) for 16 weeks. Students whose teachers implemented CBM more accurately made significantly greater math gains than students whose teachers either implemented CBM less accurately or who did not use CBM. Adequacy…

Compared students who attended regular first grade with students who attended a transition classroom. Found that transition children scored lower on reading, language, and mathematics achievement than control children, were more likely to be retained, and were more likely to receive special education services. Most teachers believed transition…

Examined effects of conceptually based instruction on development of students' procedural flexibility. Students in primary schools in the Netherlands participated in one of two instruction programs: the Realistic Program Design (RPD) or the Gradual Program Design (GPD). In both programs, conceptual understanding preceded procedural skill. However,…