The importance of actively engaging in mathematics discourse in order to learn mathematics is well recognized. In this paper, I use Basil Bernstein's concepts of pedagogic discourse to document and analyse academic learning time of students in Years 8 and 9 at a suburban lower secondary school: in particular, for what proportion of class time…

The inclusive education of the gifted is often met with skepticism. For example, it might be that gifted pupils are either under-challenged or excessive demands are placed on pupils with average abilities--and in the worst case, both. An alternative to handling this problem is presented by self-regulated learning which allows all students in the…

This article comes largely from observations made on-the-job while teaching mathematics in a government high school in the ACT. The issues canvassed will be familiar to those who have considered the arguments for and against ability grouping in mathematics education. It is speculative in nature, hinting at a synthesis of opposing views in the…

Reports on a study of 70 secondary female students in mathematics classes over a period of 7 weeks. Finds that self-efficacy was the best predictor of learning intentions. Recommends further research on the relationships between perceived learning environment, self-efficacy, and learning intentions. (CFR)

Systematic changes in their classroom environments occur when students make the transition from upper-elementary to junior high school. Students typically experience a transition from a self-contained classroom to departmentalized instruction in junior high school; they often also experience a transition from heterogeneous to homogeneous,…

Describes an evaluation of the effects of the Mathematics and Science Computer Assisted Remedial Teaching (MASCART) software on students at the University of Botswana. Treatment of experimental and control groups is explained, effects on ability groups are discussed, and increased time on task and student motivation are considered. (14 references)…