Students learn more when they attempt to make sense of a mathematical situation they face. For example, a question like why square root of 25 is not + or - 5. Providing the intermediate steps and the reasoning of a technique with graphs can help make better sense of mathematics.

Describes a program for the T-score technique of normal standardization. T-scores transform a raw score distribution, regardless of its skewness or kurtosis, into a normal distribution with a mean of 50 and a standard deviation of 10. (Author/RC)

Formulas for transforming scores and statistics on a rating scale having any number of categories to a scale having a different number of categories are described. To illustrate the use of one of the formulas, the means and variances of items on six forms of a course evaluation questionnaire were compared. (Author/LMO)

Data transformations are commonly used tools in quantitative analysis of data. However, data transformations can be a mixed blessing to researchers, improving the quality of the analysis while at the same time making the interpretation of the results difficult. Few, if any, statistical texts discuss the tremendous influence a distribution's…

The logic of set theory is applied to the problem of infrastructure and transition in developmental analysis. The analysis necessitates the decomposition of stages into components. The decomposition generates sets within sets and, from a sequential perspective, progressions within progressions. The relation of lower to higher and precursor to…

Additive two-factor conjoint measurement is derived from axioms that do not include unrestricted solvability or a condition on interlocked standard sequences. (Author)

Reviews the bibliometric laws of Bradford, Leimkuhler, Mandelbrot, Lotka, Brookes, and Zipf, and classifies them in two groups, based on the use of mathematical logic and equivalency. (8 references) (CLB)

Examples are presented in which it is either necessary or desirable to transform two sets of orthogonal axes to simple structure positions by means of the same transformation matrix. A solution is outlined which represents a two-matrix extension of the general "orthomax" orthogonal rotation criterion. (Author/RC)

The degree to which second and third grade children learn transformational geometry concepts under specific instructional conditions and the effects of transformational geometry instruction upon the children's spatial abilities are studied. Results imply that the students learned aspects of transformational geometry but that their spatial…