This paper describes a study that focused on developing, validating and standardizing a dyscalculia test, henceforth called the Dyscalculia Test. Out of the 4,758,800 students in Nigeria's upper primary and junior secondary schools, I randomly drew a sample of 2340 students, using a multistage sampling procedure that applied various sampling…

Skills and understanding of operations with negative numbers, which are typically taught in middle school, are crucial aspects of numerical competence necessary for all subsequent mathematics. To more swiftly and coherently develop the field's understanding of how to foster this critical competence, we need shared measures that allow us to compare…

The Mathematics Fluency and Calculation Tests (MFaCTs) are a series of measures designed to assess for arithmetic calculation skills and calculation fluency in children ages 6 through 18. There are five main purposes of the MFaCTs: (1) identifying students who are behind in basic math fact automaticity; (2) evaluating possible delays in arithmetic…

Fifty percent of college-bound students graduate from high school underprepared for mathematics at the post-secondary level. As a result, thirty-five percent of college students take developmental mathematics courses. What is even more shocking is the high failure rate (ranging from 35 to 42 percent) of students enrolled in developmental…

The differences in responses of grade 6 boys and girls to selected items on a standardized test are examined. Data are the responses of approximately 36,000 children during 1978-79 to two test forms of the California Assessment Program's Survey of Basic Skills: Grade 6 (SBS:6). Performance on specific arithmetic items is studied and involves the…

Following instructions provided in the teacher's manual, the SCOPE Mathematics Achievement Test booklet for grade 2 presents 10 mathematical concepts. Testing items are: counting number of objects in a set to 100; using ordinals to the 31st; forming numerals correctly; writing number words to 10; identifying and naming the number of 10's and 1's…

Seventh-grade students were tested to uncover arithmetic errors. Answers and intermediate steps were analyzed and models to represent students' behavior were developed. Certain errors were common across students. Others were tied to the format of the test item. Some superficial understandings of mathematical concepts were exposed. (Author/DC)