This study investigated the understanding of and reasoning about geometry of 120 mathematically talented students in the sixth through eight grades prior to taking a course in geometry. Results found that, although the students were able to deduce meaning from context, they lacked understanding of basic definitions, concepts, and properties.…

Suggests ways to analyze and modify typical classroom tests that are objective, easy to implement, and in accordance with the types of changes and recommendations being discussed to improve assessment. Sections include Criteria for Analyzing Classroom Tests; Modifying Test Items; Needed Steps; Cautions; and Conclusions. Uses actual classroom test…

The math performance of 30 18-20 year olds and 37 adult students studying elementary education was compared. Older students did slightly better; adults without math background or who had previous negative math experiences did very well; and those who did well were not likely to choose math as a primary subject. (SK)

Uses panel members (1,502 seniors) of the 1988 National Education Longitudinal Study to identify variables that produce high mathematics achievement. Finds, among other things, that the best predictor of student mathematics achievement is prior ability--regardless of race, gender, or from intact or nonintact households. (Contains 85 references.)…

A problem-solving test completed by 49 preservice agricultural educators showed a lack of competence in mathematical problem solving. Those who scored higher were more likely to have completed advanced mathematics courses and had higher ACT math scores. (JOW)

In Eurocentric cultures there is a belief that there are gender differences in mathematics achievement. In reality, those differences are small whereas differences among ethnic groups, countries, and schools--often related to privilege--are much larger. (JOW)

Siblings and parents of 39 children with dyscalculia were assessed for arithmetic, reading, and attention disorders. Findings indicated a familial prevalence of dyscalculia almost tenfold higher than expected for the general population and suggest that dyscalculia, like other learning disabilities, has a significant familial aggregation,…

This study examined whether indicators of math learning disability were observed in 35 5- and 6-year-olds with either neurofibromatosis, Turner Syndrome, or fragile X syndrome and compared to controls. Findings indicate that girls with fragile X or Turner syndrome but not neurofibromatosis are significantly more likely to have specific math…

Two studies of 5-month-old infants explored whether a phenomenon reported by K. Wynn (1992) reflects a familiarity preference instead of a mathematical competence. Experiment 1 was a conceptual replication of Wynn's study. When data were analyzed with the relatively liberal statistical approach used by Wynn, the original phenomenon was replicated.…

Reading Achievement, IQ, and behavior problems were assessed in second and eighth grade for a longitudinal sample of 57 children. "Matthew effects" did not occur for most of the children with learning disabilities, although a widening of the group difference in IQ was seen between the math disabled and nondisabled groups. Elevated rates…

Findings from a prospective longitudinal study of math disability (MD) addressed its incidence during primary school, the utility of different MD definitions, and evidence of MD subtypes. Findings indicated only 22 of 209 participants demonstrated "persistent MD"; reading disability was more frequent in this group; and reading related skills and…

The self-worth theory of achievement motivation holds that in situations in which poor performance is likely to reveal low ability, certain students (known as self-worth protective students) intentionally withdraw effort in order to avoid the negative implications of poor performance in terms of damage to self-worth. In this study, evidence of…

Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n = 15) and low achieving (LA, n = 44) were identified. These groups and a group of typically achieving (TA, n = 46) children were administered a battery of mathematical cognition, working…

This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and…

Addresses the initial understanding that advanced undergraduate mathematics students exhibit when presented with a new concept in an environment requiring self-generation and self-validation of examples of the concept. Concludes that students who used an example generation learning strategy were more effective in attaining an initial understanding…