Presents an alternative to using a single-class-period test to assess a college student's knowledge in the mathematics area. Evaluation of student mathematical knowledge and understanding of concepts is improved when students are given opportunities to design problems and solutions, applying classroom-acquired knowledge to new situations. Such…

Examines the utility of a data-based assessment process to supplement teacher judgments about test accommodations. Results reveal that students with learning disabilities, as a group, profited differentially from accommodations on problem-solving curriculum-based measurements (CBM); teachers over-awarded accommodations; and CBM accommodation…

This article describes the Math Olympiads for Elementary and Middle School, Inc., a non-for profit public foundation dedicated to strengthening the education of gifted youngsters though mathematics competitions. The development of the Olympiads, the program's structure, and the benefits of competition are discussed. Sample questions and answers…

Significant changes in the General Educational Development Math Test require a change in teaching methods. A structured problem-solving approach focused on applying principles and interpreting abstract data will stress process as well as content as required by the test. (SK)

Provides several problems and their solutions for a descriptive statistics course. Included are problems related to measurement, data collection, sample construction, applications, and computation. Discusses the misleading nature of statistics. (YP)

Discusses geometric construction problems. Presents four ways to construct a regular octagon using different conditions. Provides drawings showing the constructions. (YP)

Introduces four activities on forming rectangles according to specific directions. Critical reading, experimentation, logical reasoning, and validation of given directions are necessary for accuracy. Provides objectives, directions, extensions, answers, and a worksheet for each activity. (YP)

Examines secondary school students' ability to interpret representations of three-dimensional objects including prototypes of component, perspective drawings, orthogonal views, descriptions by coordinates, verbal descriptions, and verbal quasi-descriptions. Students were given four identical wooden cubes and asked to construct the objects. Reports…

Investigates the understanding of particular mathematical words or terms of secondary school students in Belfast. Presents sample items and results of two tests. Discusses some implications for the teaching of mathematics. (YP)

Investigated are the enrollment disparities and sex differences in the learning of post-secondary mathematics course. This article reports a disparity in the enrollment of females, however no significant difference in the mathematics achievement of males and females was seen. (Author/YP)

This article discusses the problem of the high percentage of low grades in first-year algebra. Suggestions for structured class periods, homework, after-school sessions, and testing are provided. (YP)

This article introduces this series by discussing "Curriculum and Evaluation Standards for School Mathematics" as a catalyst for change at the local school level, describing some of the major themes underlying the standards, and providing tips for teachers. (YP)

This article provides four mathematical activities for grades 6-8 with situations involving proportional and nonproportional reasoning. For each problem, students construct a table based on the particular situation, generalize a rule to describe those data, and then plot the data on coordinate axes. (YP)

Two mathematics curricula ("Distar Arithmetic" and "Scott Foresman Mathematics" and two arithmetic tests ("KeyMath" and the "Iowa Tests of Basic Skills" for grades one-three were examined for correspondence of content and types of learning required. A consistent lack of content correspondence was found among…

The National Council of Teachers of Mathematics has proposed six assessment standards: (1) assessment should focus on the most important mathematics; (2) assessment should enhance mathematics learning; (3) assessment should promote equity; (4) assessment processes should be open to review; (5) assessment should yield valid inferences about…