A lesson in editing was learned from a study of errors made on a national mathematics test in Israel. Analysis indicated that the errors were often caused by careless printing of the test, misleading figures, poor designations, or ambiguous phrasing. (MNS)

Fourth-grade students in Title I mathematics took 40-problem tests to determine types of persistent errors made in addition and subtraction. Tests, administered to 117 students (addition) and 104 students (subtraction), were analyzed for basic fact, random, or procedural errors. Findings are reported and discussed, and recommendations for…

Dialogue from an interview with a child about division basic facts is presented. The facts are considered by groups, and specific errors are noted. Finally, remediation ideas are given. (MNS)

The contributions of acceptance of misconceptions about mathematics, mathematical self-concept, and arithmetic skills to mathematics anxiety and to statistics course performance were studied in 92 adult students aged 18 to 57 with a median age of 27, (16 males and 76 females). Results showed that acceptance of misconceptions and mathematical…

Data from 32 state assessments in mathematics (conducted in 1984 and earlier) are analyzed in this document. The high degree of variability across the states is stressed, with some of the points of variation in the test development, administration, and analysis process noted. Information is then presented on topics on which students are doing well…

Delineates and describes four types of questions which may help teachers learn more about student understanding, namely, silent questions, oral questions, written questions, and students' questions. (PK)

This study investigated the rates of successful mathematical performance and errors of information processing in third-grade children in California and continued an investigation of these factors in sixth-grade children. The objectives were to: (1) identify areas of mathematics in which the children had recognizable strengths and weaknesses, (2)…

Data from the Stanford Test of Academic Skills Level I, administered to 10,910 tenth graders in Hawaii in Fall, 1985, are analyzed. The purposes of this report are to provide information on the effectiveness of the mathematics program in the high school, including the identification of deficiency areas and recommendations for improving…

In 1985, Indiana joined the growing list of states assessing students' achievement at various levels. During February 1985, over 63,000 third-grade students took the 40-item Indiana Basic Competency Skills Test. A mean of 34.7 was achieved. An item analysis was performed for a random sample of 6,439 students (approximately 10%). Findings confirm…

A student was observed practicing arithmetic with a computer-assisted instruction (CAI) system. She enjoyed practice and believed that it helped. However, she consistently failed to solve problems on the computer that she could do with pencil and paper. This paper suggests reasons for her problems and draws implications for CAI. (Author/PK)