National assessment data on student performance in several phases of algebra are reported. It is noted that this performance has not reached the point of mastery even for most students with two years of algebra and a year of geometry. However, the data are not thought to suggest complete failure. (MP)

Gains in arithmetic achievement were assessed for fifth graders taught by ninth-grade tutors during a summer session. Using the Mann-Whitney test, a gain in arithmetic computation skill was significant at the .05 level. (JP)

The relationship between impulsivity and learning in mathematics is discussed. The study used 55 elementary students aged 12 or less. Children identified as mathematically deficient were found to exhibit moderately strong correlations between impulsivity and 14 areas of mathematics achievement. (MP)

Selected mathematics education research on the role and nature of women in mathematics is reviewed. Studies are quoted which indicate that there are no inherent factors which keep girls from learning mathematics at the same level as boys, and that intervention programs can be effective. (MP)

Data are presented that indicate Blacks have not traditionally entered many scientific and technological fields. A sub-sample of 79 Black college freshmen was surveyed. Competence in mathematics was a significant factor related to their achievement, and some attitudes seemed important. (MNS)

This study's main purpose was to determine the effects a mastery teaching strategy would have on pupil achievement. A total of 21 teachers participated; results are reported for the subgroup of third and fourth grade teachers (n=5). Achievement of pupils favored the mastery group for each of the teachers. (DT)

Students from two junior high school mathematics classes were assigned either to a treatment in which every homework problem was graded or to one in which a random half of the problems were graded. There were not significant differences between treatment groups on achievement after a six-week period. (JP)

Achievement on the final exam was the dependent variable in an experiment involving two college algebra classes. The experimental class was allowed retesting on unit tests while a control class took the unit test once. No significant differences were obtained. (JP)

Teachers can determine the content validity of standardized tests before using them. Two tests are compared to illustrate the process. (MP)

Data were collected from 727 entering kindergarteners in the St. Louis, Missouri area by application of the Comprehensive Mathematics Inventory (CMI). Test items and the portion of pupils correctly answering the questions are shown in four tables, divided into subgroups. Data obtained can be used by teachers in planning appropriate learning…

Children trained in the clustering-operations approach showed greater achievement than those trained in a traditional approach. The clustering approach presents all four operations simultaneously. (MP)

Describes the results of a curriculum-aligned assessment comprising selected items from the Third International Mathematics and Science Study (TIMMS). The assessment was administered to fifth grade students involved in a local systemic change project to address questions such as, How does the performance of students involved in the project compare…

An adjustment period in the transition from group instruction to individualized approaches is suggested as partly contributing to the decline in achievement scores in mathematics. (MP)