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…

Presents remarks adapted from the Presidential address from the 1999 annual meeting of the National Council of Teachers of Mathematics (NCTM). Argues that the mathematics classroom teacher must create an environment that supports students' interests and mathematics growth at many different levels and ways in which to achieve this. Considers…

Reviews literature on mathematics achievement trends and discusses relevant population trends. Examines the literature on mathematics achievement by demographic group-race, class, gender, and language proficiency. Also highlights important findings including the improvement of all demographic groups in basic mathematics skills over the last 15…

Examination of (n=186) eighth-grade students found marked differences between boys and girls on a mathematics test that were paralleled by differences in both trait-like self-referenced cognitions (academic self-concept of mathematical ability, goal orientation, and attribution) and task-specific appraisals. Contains 77 references. (Author/MKR)

Presents the assessment and grading practices of 19 mathematics classes in five high schools in three states. In each class the most frequently used assessment tools were tests and quizzes, with these determining approximately 77% of students' grades. In 12 classes other forms of assessment such as written projects or interviews were also used.…

Presents longitudinal analyses of the mathematical achievement and beliefs of three groups of elementary pupils. The groups were designated according to those students who had received two years of problem-centered mathematics instruction, those who had received one year, and those who had received textbook instruction. Results indicate that the…

Investigated relationships among interest, motivation, mathematical ability, quality of experience, and mathematics achievement among (n=108) high school freshmen and sophomores. Found that quality of experience was mainly related to interest in mathematics and not to ability. Achievement was most strongly related to ability. (45 references)…