This study provides evidence of a relationship between classroom environment and academic self-concept. (SD)

The article includes a general discussion of individual differences and a report of a study conducted as a part of the Frankfurt Project. The study indicated that, in primary school, reflective pupils seem to be better achievers in mathematics than impulsive students. (MK)

Alternate hypotheses are given for Neale's findings that attitudes toward mathematics have little effect on achievement. A schemata of proposed research on affective factors in mathematics learning is presented. (JG)

Formative data from a feasibility study describes the impact of two teacher education experiences on the achievement and attitude scores of low-achieving sixth-grade pupils who were taught a unit on functions by the teacher trainees. (Author/SD)

This is the 12th annual listing of research on mathematics education. The research noted is alphabetically organized by author(s) within the following three categories: (1) research summaries; (2) journal-published reports; and (3) dissertation abstracts. Grade or age level is indicated for each reference. Included in the listing are studies in…

Studied is the validity of a theoretical model of achievement behaviors of 746 eighth grade students. Hypothesized effects of value of mathematics and expectations for success were not apparent. Direct influences on achievement for male were prior achievement and value, but for females, influences of difficulty, male domain stereotyping, and…

Investigation of second- and third-graders' achievement in mathematics and its correlation with nonmathematical variables yielded the following results: listening ability and vocabulary levels were significant variables, intelligence was significant for grade three but not grade two, and sex and the ability to conserve were not significant for…

A critique is given of the use of an efficiency ratio to reexamine the data of the International Study of Achievement in Mathematics. A reply to this and an earlier critique of the analysis is included. (JG)

Creation of materials for a geometry course using transformations is briefly summarized, then research on its effect upon student learning of geometry concepts and student attitudes towards mathematics is discussed. Implementation and other related questions are considered informally. (DT)

A review of research involving the utilization of manipulative materials in improving mathematics learning is presented. Subsequent assessment and discussion is included. (JG)

The problem-solving processes of seven upper-division college students working a series of problems that could be solved by the application of one or more heuristics are described in detail. (MP)

The Piagetian area scores of 168 students in first, second, and third grades were used to predict mathematics achievement for each of four succeeding years. Conservation and measurement scores were highly predictive. (MP)

Reported is a study to determine if a pupil's mathematics self-concept is related to his mathematics achievement and if this relation is more significant than his self-concept of ability in social studies is to his mathematics achievement. Procedures, data analysis and conclusions are presented. (JG)

Research reported deals with the effects of using negative instances in the teaching of eighth-grade general mathematics on achievement, reasoning ability, perceptual speed, and tendency to overgeneralize. Procedures, data analysis and conclusions are presented. (JG)

Examined are the problem similarity dimensions perceived by a student when classifying mathematical word problems as related and the relationship between a student's perception of problem similarity and performance on achievement tests. (MP)