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…

Testing of and interviews with (n=83) eighth-grade students who were presented with a set of linear equation-solving and checking tasks found two categories of checking behavior: structurally erroneous behavior and executionally erroneous behavior. Relates solving and checking behavior and metacognition. (16 references) (Author/MKR)

A method is presented for detection of differential item functioning in multiple groups. This method is closely related to F. M. Lord's chi square for comparing vectors of item parameters estimated in two groups. An example is provided using data from 600 college students taking a mathematics test with and without calculators. (SLD)

Data from the California Learning Assessment System mathematics assessment were used to examine issues that arise when scores from different assessment modes are combined. Multiple-choice, open-ended, and investigation items were combined in a test across three test forms. Results illustrate the difficulties faced in evaluating combined…

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)