This study examined effects of cultural and curricular variables on algebraic reasoning in early and middle adolescence. Four algebra curricula in England and Russia were included in the design. Two age groups were included in the samples: 10- to 14-year-olds, and 14- to 16-year-olds. Algebraic reasoning processes were examined using a written…

Exploring whether deductive reasoning can develop adequately without special instruction, this paper presents two studies that examine the development of meta-components of deductive reasoning, first in algebra, and second in verbal reasoning. The first study examined students' understanding of logical necessity in algebraic tasks in different…

This paper speaks to the challenges, risks, and rewards of teaching about linear functions in a technology-rich environment from a constructivist perspective by describing a Foundations of Algebra class, which was designed and taught to junior high school students in such an environment in the summer of 1991. The design and implementation of the…

One of the four algebra word problem structures found in K-12 textbooks is the propositional relation structure (Mayer, 1982). This type of problem asks students to establish equivalences between the variables or noun referents in the problem. The literature available indicates that students have inordinate difficulties, when trying to solve a…

This issue of "Indicator of the Month" lists percentages of high school graduates taking selected mathematics and science courses in high school in 1982, 1987, 1990, and 1992. Findings include: (1) High school graduates in 1992 were more likely to take mathematics courses at the level of algebra I or higher and most science courses at the level of…

The North Carolina Testing Program is based on the assessment of higher level skills, the skills required to solve problems and make informed choices and decisions. This guide explains the end-of-course tests that are a component of the Testing Program and provides information to interpret them. The end-of-course tests for high school students are…

A research study conducted at Sam Houston State University (Texas) compared the final grades of students who chose the lecture method of instruction with the final grades of students who chose the self-paced method of instruction in introductory algebra classes. All students were required to take seven tests plus a comprehensive final examination.…

North Carolina revised its "Standard Course of Study" in 1985 to reflect the knowledge, skills, and attitudes needed to function in an industrial age. The entrance into what is being called the information age brings new challenges in preparing students with new skills in the areas of creative thinking, problem solving, interpersonal…

In response to the large numbers of students who were failing or dropping out of basic algebra and calculus classes, Cottey College, in Missouri, developed a math placement program in 1982 using Basic Algebra (BA) and Calculus Readiness (CR) tests from the Mathematical Association of America's Placement Testing Program. Cut off scores for the…

In 1991, a survey was conducted at California's Sierra College (SC) to determine the types of students enrolling in algebra classes and to explore their attitudes about mathematics. The student population surveyed consisted of all students enrolled in 27 algebra class sections on the SC campus. The survey focused on students' reasons for enrolling…

The North Carolina End-of-Course Testing Program was established to provide student, school, and school system information about achievement in high school courses. This report describes: (1) "Characteristics of Algebra I Students"; (2) "Student Performance on the Core Test"; (3) "Combining Performance and Participation:…

The North Carolina End-of-Course Testing Program was established to provide student, school, and school system information about achievement in high school courses. This report describes: (1) "Characteristics of Algebra II Students"; (2) "Student Performance on the Core Test"; (3) "Combining Performance and Participation:…

This Note describes several versions of an intelligent tutor for basic algebra that have been developed at the RAND Corporation. The versions of the tutor were built around several core components, including an algebra expert system and a student modeling component that can make inferences about misconceptions underlying students' errors. The…

This study compares and contrasts the following variables on the types of attributions (ability, effort, environment, and task) students make for their performance in algebra: attributions by gender and gender identification; attributions by level of math anxiety and self esteem; attributions by experience in competitive activities; and…

Research on intelligent tutoring seeks to develop systems for automating education and to explore epistemological issues concerning the nature of the knowledge presented by tutors and how that knowledge can be learned. The ACT theory of skill acquisition and its successor (PUPS--PenUltimate Production System) provides production-system models of…