Tests of (n=105) ninth-grade algebra students involving the addition and multiplication of monomials found that common, systematic errors made when multiplying monomials were related logically to the symbolism used and the algebraic convention of using an implicit 1 as an exponent. (16 references) (MKR)

Describes a Mathematics Diagnostic Program to help teachers develop the skills to implement the diagnostic teaching model developed by Larson (1984). Reports the evaluation of the program by the participants, teaching assistants, and principals. (YP)

Reports a study to explore student's computational performance on computer-administered testing situations while at the computer. Students from grades 3-6 (n=100) were randomly assigned to treatment order, computer assessment first or paper/pencil assessment first. Significant differences occurred in three areas: completion time, number of mental…

Reviewed 12 currently available mathematics assessment tools to determine whether they would be appropriate for use in a college-level mathematics clinic. Tests were assigned to two domains: cognitive and mathematical content. Major deficiencies of the tests are cited. (Contains 15 references.) (MDH)

Discusses the use of multiple-choice mathematics test items to diagnose student misunderstandings. Properties of semi-dense items (response interpretability, response discrimination, rule discrimination, exhaustive rule set usage, and semi-density) are discussed and illustrated with an example and by using a refined item digraph. (18 references)…

An algebra test administered to (n=18) first-year college students found a disregard for negative numbers, ineffective use of counterexamples, misapplication of rules, and a lack of a good grasp of relevant mathematical terminology. (12 references) (MKR)

Tests of (n=107) third through sixth graders' basic addition facts found that 34% of errors involved the addition of zero and 83% of the remaining errors involved at least one of the digits 7, 8, or 9 when the other addend was 4 or more. (20 references) (MKR)

Evaluated the effectiveness in a community college of the Professional Development Program, in which (n=80) mostly minority precalculus students attend workshops utilizing small study groups, faculty leadership, challenging mathematical materials, and peer support networks. No overall effect on student performance was found. Includes postinterview…

Considered are three different types of paper-and-pencil items: labeled word statements, symbolizations, and portrayals. The items are used for testing understanding of mathematical concepts. Limitations of pencil-and-paper items are noted. (RH)

Comparison of pre- and posttest scores in mathematics computation of 2 classes of (n=91) ninth-grade students, 1 class emphasizing drill and practice and the other focusing on learning concepts, found the mean grade equivalent score for computation of the concept class increased more than 2 years and these students attempted to answer more…

Discusses the need for a van Hiele test without limitations. Presents the background and main characteristics of a procedure to select items in designing three linked tests on polygons and other related concepts. Contains 15 references. (ASK)