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Direct linkRoss, John A.; Xu, YunMei; Ford, John – School Science and Mathematics, 2008
Previous research (e.g., Woodward & Baxter, 1997) found that Standards-based mathematics teaching provides marginal or no benefits for low achievers, in contrast with positive effects for middle and high ability students. A randomized quasi-experiment in 52 Canadian schools found that low achieving grade 7 and 8 students who received support…
Descriptors: Student Attitudes, Educational Research, Low Achievement, Grade 7
Peer reviewedMovshovitz-Hadar, Nitsa; And Others – Mathematics Teacher, 1987
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)
Descriptors: Error Patterns, Mathematics Achievement, Mathematics Instruction, Secondary Education
Peer reviewedBrumfield, Robert D.; Moore, Bobby D. – Arithmetic Teacher, 1985
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…
Descriptors: Addition, Comprehension, Elementary School Mathematics, Error Patterns
Download full textGourgey, Annette F. – 1984
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…
Descriptors: Adult Students, College Mathematics, College Students, Educational Research
