Results of the 1974 mathematics section of the London board's Ordinary level examination are presented in the context of item-correctness differences between boys and girls. Implications are made that insecurity with concepts such as fractions and proportionality may explain why girls seem to have trouble with quantification and spatial…

An extensive investigation of pupil understanding of fractions at the secondary education level showed the majority tended to avoid using fractions, could not generalize about them, and probably did not see them as an extension of the set of whole numbers. (MP)

Two responses to a prior report on significant figures and a discussion on outlining conventions for the accuracy of answers are included in this document. A clarification of the supposed error in the original report is noted at the beginning. (MP)

Thirty-five secondary school children were interviewed on a one-to-one basis using questions which involved concepts considered as basic to the notion of ratio. One implication of the study is that a doubling ability is no indication of the ability to tackle other ratio questions. (MN)

Student exploration at a secondary school level of fraction relationships using special graphs is described. (MP)

Results obtained from 11- and 15-year-olds on tests of understanding of decimal place value and its influence on addition and subtraction skills are reported and discussed. (MNS)