In this article, I investigate the influence of the dominant culture characterizing mathematics education--which I term the "culture of exclusion"--on efforts to teach for equity. Analyzing a year of observations in an urban high school mathematics department, I found that this culture structured everyday instruction even for teachers…

Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack.…

This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve…

Subjects were pretested and then randomly assigned to a verbal treatment or a figural treatment for a programed lesson on the integers modulo 7. The expected interactions among treatment success and cognitive abilities were not observed. The authors suggest further study. (SD)

Assessed was the influence of grade placement on programing aptitude and programing achievement. High school students comprised one group and college students a second group. A significant difference in programing aptitude was found between groups. (FL)

Subjects were randomly assigned to a deductively structured verbal-symbolic-numeric treatment or an inductively structured verbal-spatial-numeric treatment for a unit on quadratic inequalities. Success on the deductive symbolic approach was associated with general reasoning ability; success on the inductive spatial approach was associated with…

The interaction of a verbal aptitude measure with two types of questions following a prose selection on logical implications is explored. (MK)

Stressed is the need for continued research in mathematics education, particularly in mathematics learning, teaching, and empirical research. The problems and potential of aptitude-treatment-interaction research for mathematics education are discussed. (CT)

Ninth-grade students were given a battery of cognitive aptitude tests and randomly assigned to verbal or figural mathematics instruction. Learning and retention were correlated with the aptitude measures and other fixed variables; regression analysis indicated the importance of memory, semantic factors, and sex difference. (SD)

Subjects were randomly assigned to two methods of instruction for a unit on quadratic inequalities. It was expected that spatial visualization scores would predict transfer from the analytic approach while general reasoning would predict transfer from the graphical approach. No interaction was found. (Author/SD)

No significant interaction was found between two instructional treatments and two aptitude variables in this study, but they did find four disordinal interactions, two using one predictor variable and two using two predictor variables. (MN)

The interactive effects between mathematical achievement and manipulative v symbolic instruction with junior high school students are examined in this report. Low-achieving students benefited more from a manipulative approach to logical connectives, whereas high achieving students found the symbolic approach to be more effective. (MP)

Reported is a study of the interaction between figural and semantic abilities (as defined in Guilford's Structure of the Intellect") and success in a programmed unit in modular arithmetic. The subjects were prospective elementary teachers. Significant interactions were found between both figural and semantic factors and methods of instruction.…

Deductive and inductive instructional treatments were not found to interact with field-independence/dependence in this study of seventh-grade students. Field-independent students achieved significantly higher post-test scores than did field-dependent students. (MP)

Scores on tests of temperament, programming aptitude, and critical thinking, together with SCAT scores and a measure of mathematical background, were correlated with achievement on an introductory programming course. (MM)