Miami-Dade County Public Schools (M-DCPS) earned a performance grade of "B" for the second year in a row and was just seven points short of the points required to earn an "A." This Research Capsule summarizes several key elements that contributed to the district's achievement. Results indicate that, in most cases, students'…

Describes "Diagnosys," a knowledge-based computer diagnostic test of basic mathematical skills developed in the United Kingdom for university students. Highlights include the need for diagnostic testing; the advantages of a computer-based test; question design; and possible future developments. (Author/LRW)

Describes experiences of developing the "Curriculum and Evaluation Standards for School Mathematics" from the perspectives of three past presidents of the National Council of Teachers of Mathematics. Includes their expectations related to the implementation of the standards. (YP)

Described are activities for measuring the human body. The activities include measurements and calculations, calculating volume and density, problems related to body measurement, and using a nomogram. Several charts, illustrations, and a nomogram are provided. (YP)

Examined is the performance of men and women undergraduate students in mathematics using multiple-choice, relationship analysis, and true/false questions. Sex differences were reported. Implications of this research are suggested. (Author/YP)

Argues that research shows that the concerns expressed about the Graded Assessment in Mathematics (GAIM) project are not serious and do not outweigh the positive benefits of the program. States that levels of achievement and development of mathematical learning are related. Urges the linking of summative and formative assessment. (KO)

Compares the mathematical understandings of 1983-85 elementary teachers with similar teachers of two earlier testing periods. Discusses the change in the measured mathematical competency levels of preservice and inservice elementary teachers with graphs and data tables. (YP)

Urban Canadian sixth-graders (n=84) were tested on 80 arithmetic word problems developed as part of a larger set to reflect individual differences in problem solving. Problems varied in complexity of language and amount of extraneous information present. Results indicated substantial internal consistency and concurrent validity relative to…

Responds to Crowley's and Wilson's articles on the reliability of the van Hiele Geometry Test. Discusses the issue of the difficulty of trying to maximize content validity while minimizing measurement error. (YP)

Examines teachers' beliefs about, and practices regarding, small-group teaching of mathematics. Reports that only 5 percent of the teachers used two or more groups in which students were encouraged to work cooperatively. Discusses variables related to deciding whether to group students for instruction. (Author/YP)

Describes Suinn Mathematics Anxiety Rating Scale, Elementary Form (MARS-E) with sample of 105 Hispanic students. Correlating MARS-E scores with mathematics scores on Stanford Achievement Test (SAT) shows similarities in mathematics anxiety between Hispanics and normative non-Hispanics but Hispanics scored lower on SAT. Recommends additional…

Describes the PrIME working group experience. Provides three problems on combination and typical answers from primary school students. Discusses some findings. (YP)

Outlines the "Project Hands-on Math" developed in Georgia. Describes the five objectives, developmental phases, implementation, and evaluation of the project. Lists concrete manipulative materials used in this project. (YP)

How children give meaning to problems solved by multiplying or dividing is considered. After showing two cases of children's understanding of multiplication problems, six recommendations for classroom practice are presented. (YP)

The borderline group standard-setting method (BGSM), Nedelsky method (NM), and Angoff method (AM) were compared, using reading scores for 1,948 and mathematics scores for 2,191 sixth through ninth graders. The NM and AM were inconsistent with the BGSM. Passing scores were higher where students were more able. (SLD)