The Long-Term Trend (LTT) mathematics assessment of the National Assessment of Educational Progress (NAEP) used the same set of items from 1982 through 2004, including 20 items that were administered to 9-and 13-year-olds, 29 items that were administered to 13-and 17-year-olds, and 4 items that were administered at all three ages. This study used…

This study investigated longitudinal pathways leading from early spatial skills in first-grade girls to their fifth-grade analytical math reasoning abilities (N = 138). First-grade assessments included spatial skills, verbal skills, addition/subtraction skills, and frequency of choice of a decomposition or retrieval strategy on the…

Discussed are the results of the second National Assessment of Educational Progress (NAEP) mathematics assessment concerning children's ability to solve verbal problems. The data indicate that the commonly held view that children cannot solve word problems may be an oversimplification. (Author/TG) Aspect of National Assessment (NAEP) dealt with in…

Results of the National Assessment of Education Progress (NAEP) related to subtraction are summarized and interpreted. Implications for instruction are discussed. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

An analysis is presented of pupil responses to several items on the second National Assessment of Educational Progress (NAEP) mathematics survey which focused on the concepts and models of the fundamental operations. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).