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This report is the beginning of a series that will examine the performance of the school children of New Jersey relative to the performance of other children in the United States and worldwide. The measure of performance used was the 1992 National Assessment of Educational Progress (NAEP) mathematics examinations and their linked versions of the 1991 International Assessment. The NAEP is used because it is satisfactory in content and form and because the psychometric model underlying its scoring yields a single scale that allows easy comparison. Students sampled by the NAEP are drawn in a principled way from the populations of interest, supporting the accuracy and honesty of the assessment. Based on unstandardized results of the 1992 mathematics assessment, New Jersey was among the highest performing states. When results were standardized to reflect a single national demographic composition, New Jersey's rank among participating states rose to fourth. The United States, however, finished next-to-last when compared with the other 14 nations. The top 5% of New Jersey students ranked third when compared with the top 5% of members of the Organization for Economic Cooperation and Development. Seven figures illustrate the discussion. (Contains 10 references.) (SLD)

This paper discusses the benefits of the team approach to teaching mathematics to elementary children with visual impairments in inclusive settings and offers strategies for classroom teachers and team teaching. Strategies for classroom teachers include: (1) avoiding the use of words such as "this", "that", and "there", that will be meaningless to a student with blindness; (2) ensuring that descriptions of problems or techniques are worded carefully to avoid ambiguity; (3) speaking everything that is written on the chalkboard and spelling new words while they are being written; (4) providing transparencies and notes for the teacher of students with visual impairments to transcribe into braille for students to use at their desks; (5) when describing concepts through the use of everyday objects, choosing objects which a student with blindness is able to access readily and understand; (6) providing a print copy of textbooks and handouts to students with blindness to be used by a reader at home; (7) providing extra desk space for braille materials; (8) administering tests orally; (9) having a person who can read braille check mathematics assignments; and (10) forwarding assignments and answer keys to the teacher of students with visual impairments in advance. (CR)

The purpose of this article is to present various techniques that will engage young children, ages 3-8, in learning science and mathematics. Children actively engage in acquiring basic science and mathematics concepts as they explore their environment. The methods presented are intended to meet the developmental levels of young learners as they make connections with science and mathematics. Also included is a review of science and mathematics content and process skills appropriate for early childhood age learners.

The purpose of this article is to present various techniques that will engage young children, ages 3-8, in learning science and mathematics. Children actively engage in acquiring basic science and mathematics concepts as they explore their environment. The methods presented are intended to meet the developmental levels of young learners as they make connections with science and mathematics. Also included is a review of science and mathematics content and process skills appropriate for early childhood age learners.

There is clear evidence that early mathematical development sets the foundation for success in later mathematics learning; however, there is little research which considers mathematics education for children under three years of age. This paper provides a snapshot of findings from a national survey of early childhood educators conducted as part of an Australian Research Council "Discovery Early Career Researcher Award" (DECRA) project titled, 'What is mathematics education for babies and toddlers?' The larger project is investigating mathematics education for children under three and interrogating the mathematics education beliefs and practices of the educators who work with these children. This paper presents some preliminary findings from a survey of 506 Australian early years educators to establish a baseline position regarding mathematics education for children under three years of age. Initial analyses offer some promising findings about the state of early childhood mathematics education in Australia. Educators display positive beliefs and self-understandings about mathematics, and utilise a range of everyday activities and resources for mathematics education; all of which are important starting points for high-quality, meaningful mathematics education with our youngest children.

The aim of the present study was to evaluate the effectiveness of Panoura & Philipuo meta cognition training program on mathematical function of students with mathematic disabilities, Elementary fourth grade schools. In this study, single subject method with A-B design was used. Subjects are 3 students with mathematics learning disabilities in Primary schools that were selected through multi-stage cluster sampling. The instruments included the Wechsler intelligence test fourth edition, mathematics disabilities diagnosis list, and mathematics function tests. In this method, after the position of the baseline, the intervention began, and in the 12 sessions of individual intervention Panoura & Philipuo meta cognitive program were conducted.Our subjects were followed 1 months after the end of intervention for the 2 consecutive week at four sessions. According to descriptive statistics and visual analysis, the intervention had been affected in all three subjects (With PND 100% for both A and B subjects and PND 92% for C subjects). The results of this study showed that conducting Panoura metacognitive program can improve mathematics function of students with mathematics learning disability.

The aim of the present study was to evaluate the effectiveness of Panoura & Philipuo meta cognition training program on mathematical function of students with mathematic disabilities, Elementary fourth grade schools. In this study, single subject method with A-B design was used. Subjects are 3 students with mathematics learning disabilities in Primary schools that were selected through multi-stage cluster sampling. The instruments included the Wechsler intelligence test fourth edition, mathematics disabilities diagnosis list, and mathematics function tests. In this method, after the position of the baseline, the intervention began, and in the 12 sessions of individual intervention Panoura & Philipuo meta cognitive program were conducted.Our subjects were followed 1 months after the end of intervention for the 2 consecutive week at four sessions. According to descriptive statistics and visual analysis, the intervention had been affected in all three subjects (With PND 100% for both A and B subjects and PND 92% for C subjects). The results of this study showed that conducting Panoura metacognitive program can improve mathematics function of students with mathematics learning disability.

This study tested 1) whether instruction based on guided discovery, the use of expensive manipulative aids, and maximum pupil participation increases achievement in mathematics for pupils in grades 1-6; 2) whether a program based largely on learning through activity and guided discovery is effective in the training of prospective teachers enrolled in the methods course in mathematics for the elementary teacher. The pupils were selected by classroom teachers as being underachievers in mathematics on the basis of standardized tests and observations. These pupils were tutored twice weekly by undergraduates enrolled in the methods class. Twenty-nine of the 66 pupils in grades 1 through 6 completed the full 9-month period, the others missing one quarter of instruction because they could not attend at a time when it was possible for an undergraduate to tutor them. A total of 72 undergraduates were included. Each was given a pretest to determine his basic mathematical knowledge, followed by a posttest at the end of the quarter. The t test was used to determine the exact degree of improvement. Results showed that there was a significant difference in achievement for the children in grades 1, 2, 3, 5, and 6. There was no difference in grade 4. There was a statistically significant improvement in knowledge of basic mathematical concepts for undergraduates enrolled in the methods course. (Author/RT)

In the monograph The Math Teacher (following the Third International Scientific Colloquium Mathematics and Children in 2011), the term "teacher" designates a person who teaches mathematics, and the context of each article reveals whether this implies the teacher at a pre-school institution, a school or a university instructor. In Croatia, much like in Europe and around the world, special attention in the field of education is given to mathematical literacy of children (PISA programme) as well as to mathematics teacher training (quality insurance in higher education). This monograph contains five chapters: (1) New Approaches to Education Of Math Teachers; (2) Skills, Knowledge and Abilities of Students; (3) How to Achieve Desirable Learning Outcomes Within Teacher Studies; (4) Teacher and Students in Teaching Practice; and (5) What Difference Can a Math Teacher Make. The 33 papers comprising the five chapters of this monograph are: (1) Why Is There a Shortage of Mathematics Teachers? The High-School Students' Views on the Mathematics Teacher Profession (Rukavina, S.; Kovcevic, D.; and Bakic, M.); (2) Mathematics in Programs of Preschool Teachers' Professional Education (Romstein, K. and Ajman, S); (3) Contemporary Approaches in Teaching Mathematics at Teacher Education Faculties in Serbia (Vulovic, N.; Mihajlovic-Kononov, A.; and Egeric, M.) [abstract only]; (4) Educating Future Mathematics Teachers: Repeating Mathematics from Primary and Secondary School (Jukic, Lj and Matic, I.); (5) Concept Maps in Maths Teachers' Education (Mrkonjic, I.; Topalovec, V.; and Marinovic, M.) [abstract only]; (6) The Number Line as an Arithmetic Machine (Stanic, M.); (7) Analysis of Inductive Reasoning in Mathematical Problem Solving among Primary Teacher Students (Manfreda Kolar, V. and Hodnik Cadez, T.); (8) The Study of the Geometrical Concepts of Teacher Training College (Szilagyne Szinger, I.); (9) The Mathematics-Knowledge of the Teacher Training' Students in the First Year (Petz Tiborne (Toth, Sz.)); (10) Competence of Teacher Education Students for Giving Lessons in Advanced Mathematics (Deri, I.; Gregorovic, Z.; and Moslavac, D.); (11) Spatial Reasoning of Students of Mathematics Education at the Department of Mathematics, Faculty of Science, University of Zagreb--Mental Cutting Ability (Cizmesija, A. and Milin-Sipus, Z.); (12) When Technology Influences Learning? (Divjak, B.; Erjavec, Z.; Jakus, M.; and Zugec, P.); (13) Between Axioms and Reality (Cotic, M. and Felda, D.); (14) Nice Tilings, Nice Mathematics!?! (Molnar, E.); (15) Use of Technology for Enhancement of Teaching Mathematics: Perspective, Problems, and Criteria and Selection Method (Mundar, D. and Horvat, D.); (16) What is the Future of The Integration of ICT in Teaching Mathematics (Dobi Barisic, K.; Deri, I.; and Jukic, Lj); (17) The Effect of Students' Learning Style on the Selection of Elective Modules (Durdevic, I.; Zekic-Susac, M.; and Pavlekovic, M.); (18) Self-Efficacy of the First Year ICT Students (Brumec, M.; Divjak, B.; and Zugec, P.); (19) Exploratory Learning of Mathematics in Primary School: Advantages and Examples (poster) (Brueckler, F. M.); (20) Mathematical Experiments (Brueckler, F. M.); (21) Natural Learning of Mathematical Terms in Preschool (Petrovic-Soco, B.; Hajdin, Lj.; and Balic, T.) [abstract only]; (22) Supporting Development Of Mathematical Skills Of Pre-School Children through Projects (Vekic-Kljajic, V.); (23) Real Objects and Problem Solving in Mathematics Education (Munkacsy, K.); (24) Adaptation of Teaching Units in Mathematics for Pupils with Disabilities in the Regular School System (Pavlekovic, I. and Duvnjak, Krampac-Grljusic, A.) [abstract only]; (25) Play--A Way Towards Mathematical Competence (Basta, S. and Mesic, D.); (26) Didactic Games in Mathematics Teaching (Juricic Devcic, M.); (27) Discovery Learning in Mathematics by Using Dynamic Geometry Software GeoGebra--Action Research (Bjelanovic Dijanic, Z.) [abstract only]; (28) Low Success in Mathematics Teaching: Causes and Consequences (Resic, S. and Suljicic, A.); (29) Teachers' Attitude toward Mathematics (Misurac Zorica, I. and Domazet, J.) [abstract only]; (30) Teacher and Textbook in Geometry Education (Glasnovic-Gracin, D.); (31) Mathematics as a Factor in the Development of a Well-Educated Individual (Agic, H. and Resic, S.); (32) Mathematics Education in Croatian Elementary Schools--The Teachers' Perspective (Baranovic, B. and Stibric, M.) [abstract only]; and (33) We Would Like to Thank our Distinguished Mathematicians (Poster) (Katalenic, A. and Tomic, D.) [abstract only]. (Individual papers contain references, tables, figures, pictures, and footnotes.) [Abstract modified to meet ERIC guidelines. All papers are provided in both English and Croatian. This document was produced by Faculty of Teacher Education and Department of Mathematics, Josip Juraj Strossmayer University of Osijek.]

In the monograph The Math Teacher (following the Third International Scientific Colloquium Mathematics and Children in 2011), the term "teacher" designates a person who teaches mathematics, and the context of each article reveals whether this implies the teacher at a pre-school institution, a school or a university instructor. In Croatia, much like in Europe and around the world, special attention in the field of education is given to mathematical literacy of children (PISA programme) as well as to mathematics teacher training (quality insurance in higher education). This monograph contains five chapters: (1) New Approaches to Education Of Math Teachers; (2) Skills, Knowledge and Abilities of Students; (3) How to Achieve Desirable Learning Outcomes Within Teacher Studies; (4) Teacher and Students in Teaching Practice; and (5) What Difference Can a Math Teacher Make. The 33 papers comprising the five chapters of this monograph are: (1) Why Is There a Shortage of Mathematics Teachers? The High-School Students' Views on the Mathematics Teacher Profession (Rukavina, S.; Kovcevic, D.; and Bakic, M.); (2) Mathematics in Programs of Preschool Teachers' Professional Education (Romstein, K. and Ajman, S); (3) Contemporary Approaches in Teaching Mathematics at Teacher Education Faculties in Serbia (Vulovic, N.; Mihajlovic-Kononov, A.; and Egeric, M.) [abstract only]; (4) Educating Future Mathematics Teachers: Repeating Mathematics from Primary and Secondary School (Jukic, Lj and Matic, I.); (5) Concept Maps in Maths Teachers' Education (Mrkonjic, I.; Topalovec, V.; and Marinovic, M.) [abstract only]; (6) The Number Line as an Arithmetic Machine (Stanic, M.); (7) Analysis of Inductive Reasoning in Mathematical Problem Solving among Primary Teacher Students (Manfreda Kolar, V. and Hodnik Cadez, T.); (8) The Study of the Geometrical Concepts of Teacher Training College (Szilagyne Szinger, I.); (9) The Mathematics-Knowledge of the Teacher Training' Students in the First Year (Petz Tiborne (Toth, Sz.)); (10) Competence of Teacher Education Students for Giving Lessons in Advanced Mathematics (Deri, I.; Gregorovic, Z.; and Moslavac, D.); (11) Spatial Reasoning of Students of Mathematics Education at the Department of Mathematics, Faculty of Science, University of Zagreb--Mental Cutting Ability (Cizmesija, A. and Milin-Sipus, Z.); (12) When Technology Influences Learning? (Divjak, B.; Erjavec, Z.; Jakus, M.; and Zugec, P.); (13) Between Axioms and Reality (Cotic, M. and Felda, D.); (14) Nice Tilings, Nice Mathematics!?! (Molnar, E.); (15) Use of Technology for Enhancement of Teaching Mathematics: Perspective, Problems, and Criteria and Selection Method (Mundar, D. and Horvat, D.); (16) What is the Future of The Integration of ICT in Teaching Mathematics (Dobi Barisic, K.; Deri, I.; and Jukic, Lj); (17) The Effect of Students' Learning Style on the Selection of Elective Modules (Durdevic, I.; Zekic-Susac, M.; and Pavlekovic, M.); (18) Self-Efficacy of the First Year ICT Students (Brumec, M.; Divjak, B.; and Zugec, P.); (19) Exploratory Learning of Mathematics in Primary School: Advantages and Examples (poster) (Brueckler, F. M.); (20) Mathematical Experiments (Brueckler, F. M.); (21) Natural Learning of Mathematical Terms in Preschool (Petrovic-Soco, B.; Hajdin, Lj.; and Balic, T.) [abstract only]; (22) Supporting Development Of Mathematical Skills Of Pre-School Children through Projects (Vekic-Kljajic, V.); (23) Real Objects and Problem Solving in Mathematics Education (Munkacsy, K.); (24) Adaptation of Teaching Units in Mathematics for Pupils with Disabilities in the Regular School System (Pavlekovic, I. and Duvnjak, Krampac-Grljusic, A.) [abstract only]; (25) Play--A Way Towards Mathematical Competence (Basta, S. and Mesic, D.); (26) Didactic Games in Mathematics Teaching (Juricic Devcic, M.); (27) Discovery Learning in Mathematics by Using Dynamic Geometry Software GeoGebra--Action Research (Bjelanovic Dijanic, Z.) [abstract only]; (28) Low Success in Mathematics Teaching: Causes and Consequences (Resic, S. and Suljicic, A.); (29) Teachers' Attitude toward Mathematics (Misurac Zorica, I. and Domazet, J.) [abstract only]; (30) Teacher and Textbook in Geometry Education (Glasnovic-Gracin, D.); (31) Mathematics as a Factor in the Development of a Well-Educated Individual (Agic, H. and Resic, S.); (32) Mathematics Education in Croatian Elementary Schools--The Teachers' Perspective (Baranovic, B. and Stibric, M.) [abstract only]; and (33) We Would Like to Thank our Distinguished Mathematicians (Poster) (Katalenic, A. and Tomic, D.) [abstract only]. (Individual papers contain references, tables, figures, pictures, and footnotes.) [Abstract modified to meet ERIC guidelines. All papers are provided in both English and Croatian. This document was produced by Faculty of Teacher Education and Department of Mathematics, Josip Juraj Strossmayer University of Osijek.]

The materials and ideas in this document are intended to be used by teachers in schools in order to bring adults and children together to experience good mathematics. It features an evening of hands-on mathematics scheduled for one night a week for four weeks. Students and adults come together to share mathematics activities, solve problems, and have fun with mathematics. The activities are intended for intermediate level students. Sessions include measurement and geometry, number concepts and problem solving, estimation and calculators, and data collections and probability. Descriptions of each session and a list of materials are presented. The description of each session includes directions for preparations to be done prior to the event, guidelines on how to present each activity, and solutions to some of the explorations. Hard copies of all worksheets, overhead transparency masters, and graphics mats are included. (ASK)

The effects that peer interactions in an adult mathematics classroom have on the children of women returning to study mathematics were explored in a case study of seven Australian mothers who had school-aged children and who had returned to study mathematics in Australia's technical and further education sector. During the 12-month study, the mothers were interviewed twice and family follow-up interviews were conducted. Five of the women mentioned being able to assist their children in school as one of their specific reasons for returning to study. During the course of the women's experiences in a formal classroom where peer interaction was encouraged, the women developed a deepened appreciation for the value of their peers' different perspectives as they assisted in the women's developing understanding. This shift, in turn, affected the relationships existing between the women and their children. Evidence of emergent dialogues of mathematical inquiry between the women and their children was found. By applying their new knowledge in dialogues with their children in their homes, the women were affirmed and further stimulated in their new learning mode. The study provides evidence that the private world of the parent-child relationship deserves greater attention for its potential contribution to constructing new mathematical knowledge. (Contains 34 references.) (MN)

The effects that peer interactions in an adult mathematics classroom have on the children of women returning to study mathematics were explored in a case study of seven Australian mothers who had school-aged children and who had returned to study mathematics in Australia's technical and further education sector. During the 12-month study, the mothers were interviewed twice and family follow-up interviews were conducted. Five of the women mentioned being able to assist their children in school as one of their specific reasons for returning to study. During the course of the women's experiences in a formal classroom where peer interaction was encouraged, the women developed a deepened appreciation for the value of their peers' different perspectives as they assisted in the women's developing understanding. This shift, in turn, affected the relationships existing between the women and their children. Evidence of emergent dialogues of mathematical inquiry between the women and their children was found. By applying their new knowledge in dialogues with their children in their homes, the women were affirmed and further stimulated in their new learning mode. The study provides evidence that the private world of the parent-child relationship deserves greater attention for its potential contribution to constructing new mathematical knowledge. (Contains 34 references.) (MN)

Listed are journal articles and dissertations related to science and mathematics education for young children (mostly pre-school through primary grades). Each entry includes a short annotation indicating the contents and the type of article. The first section on science is divided into sub-sections dealing with: general topics (including behavior studies, general approaches, and international articles); science activities; concepts and concept development; conservation (as used in learning theory); curriculum design and discussion of curriculum projects; perceptual discrimination; objectives; descriptions and evaluation of head-start programs; equipment and materials; discussion of Montessori methods; studies of perception; work based in Piagetian theory; and studies of problem solving. The second section lists discussions and studies on the teaching and learning of mathematics. The third section lists relevant bibliographies. (EB)

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This report describes the first of a series of research projects which will attempt to characterize the performance of Hawaii's public school system. The measure of performance was the 1992 National Assessment of Educational Progress (NAEP) mathematics examinations and their linked versions used in the 1991 International Assessment. The NAEP was selected because it is considered satisfactory with respect to content and form and because the psychometric model underlying its scoring yields a single scale that allows easy comparison. Based on the unstandardized results of the 1992 mathematics assessment, Hawaii was among the lowest performing states. Once results were standardized to reflect a single (national) demographic composition, Hawaii's rank among participating states increased only slightly. While the United States ranked near the bottom for the international assessment, Hawaii's students were ranked still lower. The report explicitly avoids any examination of the reasons for the low achievement of Hawaii's students. Eight figures illustrate the analysis. (Contains 9 references.) (SLD)

This study examines the achievement outcomes accompanying the implementation of a Grade 3 laptop or so-­called "ubiquitous computing" program in a Quebec school district. CAT­3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3, after the first year of computer implementation. Overall gain was found in all three content areas, but was differential when compared with the norms of the CAT­3. Additionally, some evidence suggested a differential gain for lower and middle-­level learners during the school year. Teachers were administered an instrument called the "Technology Implementation Questionnaire" (TIQ) that assessed the purposes and extent of technology integration. Negative correlations were found in reading achievement gain for items associated with the higher use of communicative, evaluative, and creative uses of computers. Open-­ended teacher responses indicated the need for more professional support for instructional implementations of computing.

This is one of a series that is a collection of translations from the extensive Soviet literature of the past 25 years on research in the psychology of mathematics instruction. It also includes works on methods of teaching mathematics directly influenced by the psychological research. Selected papers and books considered to be of value to the American mathematics educator have been translated from the Russian and appear in this series for the first time in English. The aim of this series is to acquaint mathematics educators and teachers with directions, ideas, and accomplishments in the psychology of mathematical instruction in the Soviet Union. The articles in this volume are concerned with the instruction in problem solving of mentally retarded pupils in the auxiliary schools of the Soviet Union. Both articles in this volume describe research in problem solving and also provide concrete suggestions for improving instruction. The literature reviews contained in these articles provide us with much information on the state of research in the Soviet Union on problem solving in mathematics. (Author/MK)

The Natural Math project was undertaken to encourage parents of Native American and Black preschool and kindergarten children to engage in math activities and games at home. Natural Math also attempted to integrate Seminole culture into math materials. The project originally included only Seminole preschool and kindergarten children. Later, Boley school, located in a rural Black community, petitioned for inclusion. Natural Math activities included: (1) the provision of start-up supplies and other materials to the children and their families; (2) an initial meeting to explain the project and the proper use of the materials; (3) a portable computer lab; (4) a math fair; and (5) the distribution of materials for the summer. After their participation in the project, former Head Start children were tested for verbal, math, and social skills, and parents were surveyed. Participating students had higher raw scores than the students of the previous year. At Boley School, Natural Math materials were introduced to the children before they were given to parents, with several advantages resulting. An extensive literature review covers adult literacy and communication among Native Americans; a Native American perspective of giftedness; the role of culture in education; demographic and academic achievement data for six tribes; and Native American early childhood education and Head Start programs. A 36-item bibliography is included. (AC)

The Natural Math project was undertaken to encourage parents of Native American and Black preschool and kindergarten children to engage in math activities and games at home. Natural Math also attempted to integrate Seminole culture into math materials. The project originally included only Seminole preschool and kindergarten children. Later, Boley school, located in a rural Black community, petitioned for inclusion. Natural Math activities included: (1) the provision of start-up supplies and other materials to the children and their families; (2) an initial meeting to explain the project and the proper use of the materials; (3) a portable computer lab; (4) a math fair; and (5) the distribution of materials for the summer. After their participation in the project, former Head Start children were tested for verbal, math, and social skills, and parents were surveyed. Participating students had higher raw scores than the students of the previous year. At Boley School, Natural Math materials were introduced to the children before they were given to parents, with several advantages resulting. An extensive literature review covers adult literacy and communication among Native Americans; a Native American perspective of giftedness; the role of culture in education; demographic and academic achievement data for six tribes; and Native American early childhood education and Head Start programs. A 36-item bibliography is included. (AC)

"The Graduation Rule - 3501" was created in three stages and governs the Basic Standards in Reading and Mathematics (1996), the Basic Standards in Written Composition (1997), and the Profile of Learning (1998). This document contains the first of these three parts comprising Chapter 3501. "Basic Standards" are the basic competencies and tests that comprise true "safety net" of Minnesota Graduation Standards in reading, mathematics, and writing. These Standards describe the minimum level of acceptable performance for a high school graduate. Establishing statewide standards that define what a Minnesota public high school graduate should know and be able to do to function effectively as a purposeful thinker, effective communicator, self-directed learner, productive group participant, and responsible citizen, this paper presents the state legislation that outlines the graduation standards in Mathematics and Reading that Minnesota public schools must require for a high school diploma for all students who enter ninth grade in 1996 or a subsequent year. Listing 16 definitions, it then discusses basic statewide graduation standards as well as mathematics and reading standards. It gives statewide standards in basic requirements for testing and it discusses state test, nationally normed, commercially published test, and local test options. Considering students with individualized education plans or section 504 accommodation plans, it also gives consideration for testing limited English proficient students. It discusses opportunities to learn, remediation, required notification to parents and students, student recordkeeping, test administration, test security, district reporting requirements, required documentation for program audit, and passing scores for state tests of basic requirements. (SC)

Most children enter kindergarten when they are 5 years of age and move into first grade when they are 6. This time period is marked by great developmental change (Sameroff and Haith 1996), and children differ in what they can and cannot do socially, physically, and cognitively. Therefore, parents and educators are concerned whether certain children will have the knowledge and skills at age 5 to succeed in kindergarten. Over the years, policies and practices have emerged that are intended to improve children's early school experiences by giving them more time to develop and mature (e.g., changing age of entry requirements, transitional grades, readiness testing). Two such kindergarten enrollment strategies are retaining children for a second year of kindergarten and delaying the start of their first year of kindergarten. This report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine the relationship between kindergarten enrollment status (e.g., repeating kindergarten or delaying entry into kindergarten) and children's spring first grade reading and mathematics achievement. (Contains 16 endnotes, 1 figure, and 6 tables.)

Evaluated was a program designed to provide individualized supplementary instruction in reading and mathematics for two populations of handicapped children--mentally retarded and neurologically impaired-emotionally handicapped in 34 schools in New York City. Among findings were that statistically significant gains were made on both reading and mathematics subtests of the Wide Range Achievement Test, and that problems were of an administrative nature and easily correctable. Recommendations included that teachers be given more latitude in deciding on the children eligible and amount of instruction each pupil would receive, that only experienced teachers be hired, that teacher trainers have a more defined job role, and that physical space allocations be carefully examined. (Test results are appended.) (IM)

The use of manipulatives is an essential key to teaching mathematics to young children. Throughout history, different types of manipulatives have been used to aid in comprehension of mathematical concepts including quipu, abaci and pattern blocks. Today, concrete and virtual manipulatives are the tools that early childhood teachers are using in their mathematics classrooms across the country to instruct young learners. The concrete experience that these objects provide allows children to have a greater understanding of mathematical concepts which becomes the basis of their conceptual mathematical knowledge. Teachers who effectively implement concrete and virtual manipulatives create a mathematically rich environment in which young learners are able to examine ideas critically and solve problems. The use of these manipulatives fosters the beginning of life-long mathematical learning in inquisitive young learners.

The use of manipulatives is an essential key to teaching mathematics to young children. Throughout history, different types of manipulatives have been used to aid in comprehension of mathematical concepts including quipu, abaci and pattern blocks. Today, concrete and virtual manipulatives are the tools that early childhood teachers are using in their mathematics classrooms across the country to instruct young learners. The concrete experience that these objects provide allows children to have a greater understanding of mathematical concepts which becomes the basis of their conceptual mathematical knowledge. Teachers who effectively implement concrete and virtual manipulatives create a mathematically rich environment in which young learners are able to examine ideas critically and solve problems. The use of these manipulatives fosters the beginning of life-long mathematical learning in inquisitive young learners.

The use of manipulatives is an essential key to teaching mathematics to young children. Throughout history, different types of manipulatives have been used to aid in comprehension of mathematical concepts including quipu, abaci and pattern blocks. Today, concrete and virtual manipulatives are the tools that early childhood teachers are using in their mathematics classrooms across the country to instruct young learners. The concrete experience that these objects provide allows children to have a greater understanding of mathematical concepts which becomes the basis of their conceptual mathematical knowledge. Teachers who effectively implement concrete and virtual manipulatives create a mathematically rich environment in which young learners are able to examine ideas critically and solve problems. The use of these manipulatives fosters the beginning of life-long mathematical learning in inquisitive young learners.

The use of manipulatives is an essential key to teaching mathematics to young children. Throughout history, different types of manipulatives have been used to aid in comprehension of mathematical concepts including quipu, abaci and pattern blocks. Today, concrete and virtual manipulatives are the tools that early childhood teachers are using in their mathematics classrooms across the country to instruct young learners. The concrete experience that these objects provide allows children to have a greater understanding of mathematical concepts which becomes the basis of their conceptual mathematical knowledge. Teachers who effectively implement concrete and virtual manipulatives create a mathematically rich environment in which young learners are able to examine ideas critically and solve problems. The use of these manipulatives fosters the beginning of life-long mathematical learning in inquisitive young learners.

Studies have indicated that students' enjoyment of mathematics declines as they proceed from the early elementary grades through the middle grades. This study addresses three questions: (1) was a change in students' preference for mathematics compared to other subjects detectable over the grades 4-7; (2) was a change in students' attitude toward mathematics detectable over the grades 4-7; and (3) could teachers accurately predict their students' preferences toward mathematics compared to other academic topics? One hundred sixty-three subjects from grades 4-7 (80 male and 83 female; 37 black and 126 white) participated in the study. Student academic subject preferences were measured by the Mathematics Preference Index, a researcher-developed instrument that estimates a student's preference using two methods. One method ranks specific topics familiar to students within each academic subject. The other method is a forced-choice comparison of those same topics within each academic subject. Teachers were asked to choose the subject that they thought would be preferred by each student. Changes in preference for mathematics across grade levels 4-7 were analyzed by analysis of variance. A correlation matrix was established between teachers' predictions of students' subject preferences and student's rank or forced-choice preference of subject. Results indicated a difference between preferences of children in the fourth grade and the other three grades for both measures. No attitude change was evident in the students' preferences toward their best and worst mathematics topics. No correlation between students' preferences and the predicted preferences by teachers was found. The failure of the teachers to perceive student academic preferences led the researchers to suggest development of skills in this area and further investigation into this question. (Contains 14 references.) (MDH)

School districts altered instructional delivery from solely in-person to a combined virtual/in-person model in the 2020-2021 school year in response to the COVID-19 pandemic. The Houston Independent School District (HISD) offered in-person and virtual instruction to early learners at school-based programs (SBP), early childhood centers (ECC), and charter/magnet schools. The analyses were conducted across the three campus types (SBP, ECC, and charter/magnet). Descriptive analyses were performed using enrollment trends, teachers' and parents' perceptions of HISDs virtual prekindergarten program compared to charter and magnet schools, and student performance. Students' academic growth was measured using beginning-of-year and end-of-year academic performance on the CIRCLE language and literacy and mathematics assessments in the 2020-2021 school year. The analysis showed a decrease of 28.4 percentage points in the number of prekindergarten students in the district. Of those enrolled in the prekindergarten program, 50.1 percent were learning in person, 28.7 percent learned virtually, and 21.2 percent alternated between virtual and in-person. Teachers with prior experience had higher mean ratings for using technology for virtual instruction and supporting parents with accessing virtual learning tools. A higher percentage of teachers at ECCs reported using technology in the classrooms before the implementation of the virtual learning model (96.2%) compared to teachers at SBPs (87.8%) and charter/magnet schools (81.4%). Parents' and teachers' perceptions of students' academic progress in the 2020-2021 school year varied by campus type. A lower proportion of teachers at ECCs reported a high confidence level that their students would make academic progress (41.2%) compared to ECCs (52.2%) and charter/magnet schools (63.6%). However, a higher proportion of parents whose child attended an ECC reported their child's school performance was much better/better than expected compared to parents of prekindergartners at SBPs (66.7%) and charter/magnet schools (50.5%). Prekindergarten students who learned in person showed a higher increase in academic performance on CIRCLE language and literacy and mathematics assessments compared to virtual learners. [Cover title: "Descriptive Analysis of Teachers' and Parents' Perceptions of Virtual Prekindergarten Program and Learning Gains among Prekindergarten Children in HISD, 2020-2021."]

We examined elementary school teachers' justifications to number- theoretical "for all" propositions and existence propositions, some of which are true while others are false. We also assessed whether teachers regarded their justifications as mathematical proofs. About half of the teachers produced formal algebraic proofs. A smaller number of teachers produced non-formal proofs appropriate for presentation in elementary school classes. However, a substantial number of teachers applied inadequate methods to validate or refute the propositions. Finally, many teachers were uncertain about the status of the justification they gave. (Author)

Mathematics educators have recognized that although basically a cognitive and intellectual enterprise, learning mathematics is related to children's attitudes toward the subject. Proponents of mathematics reform have emphasized that children need to develop more positive attitudes toward mathematics. A pretest/posttest experimental design study examined the effects of SQUARE ONE TV (SQ1TV), a television series about mathematics aimed at 8- to 12-year-old children, on the problem-solving behavior and attitudes toward mathematics of 240 fifth graders from four public schools in Corpus Christi, Texas. Performance and attitude data were collected from a subgroup of 24 students exposed to 30 SQ1TV programs and from 24 students in a control group having no SQ1TV contact. Reported here are results involving two dimensions of this study, children's motivation to engage with mathematics and their enjoyment of the subject. The implications of the research included the following: (1) motivation and enjoyment were closely related and based largely on arithmetic achievement; (2) children's enjoyment of problem solving focused on the intrinsic aspects of thinking hard and figuring out, rather than on performance concerns; and (3) pretest-posttest change suggest that SQ1TV had a positive impact on children's motivation toward and enjoyment of mathematics. (MDH)

Mathematics educators have recognized that although basically a cognitive and intellectual enterprise, learning mathematics is related to children's attitudes toward the subject. Proponents of mathematics reform have emphasized that children need to develop more positive attitudes toward mathematics. A pretest/posttest experimental design study examined the effects of SQUARE ONE TV (SQ1TV), a television series about mathematics aimed at 8- to 12-year-old children, on the problem-solving behavior and attitudes toward mathematics of 240 fifth graders from four public schools in Corpus Christi, Texas. Performance and attitude data were collected from a subgroup of 24 students exposed to 30 SQ1TV programs and from 24 students in a control group having no SQ1TV contact. Reported here are results involving two dimensions of this study, children's motivation to engage with mathematics and their enjoyment of the subject. The implications of the research included the following: (1) motivation and enjoyment were closely related and based largely on arithmetic achievement; (2) children's enjoyment of problem solving focused on the intrinsic aspects of thinking hard and figuring out, rather than on performance concerns; and (3) pretest-posttest change suggest that SQ1TV had a positive impact on children's motivation toward and enjoyment of mathematics. (MDH)

Home environments have been linked to cognitive development and academic performance, with suggestions that family factors exert more influence on language and literacy learning than on mathematics achievement. This study's purpose was to learn how selected family factors might be differentially related to primary grade achievement in reading and mathematics in children from low-income families. Family factors were contrasted in first graders who scored in the highest and lowest quartile on Woodcock-Johnson tests of reading and mathematics. Participants were 167 children from low-income families (80% were African American) in a Head Start Transition Demonstration program, which provides low-income families with elementary school children the same support as received in Head Start. Children who did well in reading were from homes with higher scores on the Home Screening Questionnaire, were from smaller families, had better educated mothers, and were rated as more healthy. Children who did better in math were from families who scored high on the questionnaire and tended to have more contact with their fathers. Regression analyses indicated that transition treatment interacted with family size and showed a trend toward interacting with the questionnaire scores to predict reading scores summed across kindergarten and first grade. Treatment interacted with maternal education to predict similarly summed mathematics scores. Quality of the home environment independently predicted math scores. The conclusion was that children's learning is heavily influenced by home environment. Contains 26 references. (Author/BGC)

The main aim of the Organisational Committee of the international scientific colloquium Mathematics and Children is to encourage additional scientific research in the field of mathematics teaching in Croatia. The development of science and education is a part of a long-term Education Sector Development Plan 2005-2010. Following the example of Europe and the rest of the world, special attention in the field of education is given to mathematical literacy of children (PISA programme) as well as to mathematics teacher training (quality insurance in higher education). Mathematics teaching in Croatia faces modified strategic, organizational, social and technical conditions. Introducing one-shift classes in primary schools, including children with special needs (talented ones and those with difficulties) in regular classes, extended day program for all students, two teachers per class, greater mobility of children and teachers in schools and new teaching technologies demand changes in the methodology of mathematical education of both children and future teachers of mathematics. It is important to develop a life-long learning programme for teachers of mathematics that includes doctoral studies. Research in the field of mathematics teaching implies multi- and interdisciplinarity. Therefore a cooperation with scientists outside the field of mathematics (psychologists, special-ed teachers, educators) is an imperative, although we strongly believe that improvements in mathematics teaching should be encouraged within the field of mathematics. A precondition for developing new approaches and methodologies in mathematics teaching in Croatia is a first-hand experience with the results of international research and standards in mathematics teaching and defining doctoral studies within the same field. We believe that the lectures, discussions and experience exchange between Croatian and international participants of the Mathematics and Children meeting will initiate and intensify scientific cooperation in the field of mathematics teaching on the international level. We would also like for this event to initiate the start of doctoral studies in the field of mathematics teaching in Croatia following the examples from Europe and worldwide. We are very grateful to numerous Croatian and international scientists who have recognized the importance of this event and managed to find the time to attend this gathering. We would also like to thank the heads and entrepreneurs of the local community who financed this event for the most part. Papers include: (1) An Overview of the Authorised Curriculum in Teaching Mathematics Harmonised with the Bologna Declaration at the Department of Mathematics, University of Sarajevo (Sefket Arslanagic); (2) Role of Different Representations of Mathematical Concepts for Learning with Understanding (Tatjana Hodnik-Cadez); (3) The Scientific Frameworks of Teaching Mathematics (Zdravko Kurnik); (4) An Evergreen Problem (Emil Molnar); (5) Mathematically Gifted Children: What Can We Teach Them and What Can We Learn? (Vesna Vlahovic-Stetic); (6) Difficulties in Teaching Mathematics in the Second Grade of Primary School (Josip Cindric and Maja Cindric); (7) Children and Simple Combinatorial Situations (Maja Cotic and Darjo Felda); (8) National Curriculum Framework for Primary Mathematics Education--European Experiences and Trends (Aleksandra Cizmesija); (9) Dynamic Mathematics Class and the Smart Board (Sasa Duka and Damir Tomic); (10) The Dyscalculic Child, Mathematics and Teacher Study Students (Lidija Goljevacki and Aleksandra Krampac-Grljusic); (11) Is the Language of Mathematics Difficult? (The level of technical language use among teacher training college students) (Eva Kopasz); (12) Assessment and Evaluation in Mathematics Education (Zeljka Milin-Sipus); (13) Origami and Mathematics (Franka Miriam-Bruckler); (14) Attitudes of the Students of Teaching Studies towards Mathematics (Irena Misurac-Zorica); (15) Partnership among Faculties, Schools and Families for the Improvement of Mathematics Education of the Gifted Children (Ksenija Mogus and Silvija Mihaljevic); (16) Expert System for Detecting a Child's Gift in Mathematics (Margita Pavlekovic, Marijana Zekic-Susac, and Ivana Durdevic); (17) Boris Pavkovic (portrait of a distinguished methodologist and popularizer of mathematics) (Mirko Polonijo); (18) Mathematics in Play and Leisure Activities--LEGO Building Bricks (Tomislav Rudec); (19) Basic Knowledge of Mathematics and Teacher Training (Sanja Rukavina); (20) Solving Linear Equations Using Computer's Drawing Tools (Miljenko Stanic); (21) Developing the Problem-Solving Skills of Children Suffering from Dyscalculia through Mathematical Tasks with a Text (Aniko Straubingerne Kemler); (22) The Concept of the Square and the Rectangle at the Age 10-11 (Ibolya Szilagyne Szinger); (23) The Use of Computers in Teaching Mathematics (Sanja Varosanec); and (24) From Active Experimenting to Abstract Notion Concept (Amalija Zakelj and Aco Cankar). (Individual papers contain tables, graphs, and references.) [Papers are presented in both English and Croatian. These proceedings were published by the University Josip Juraj Strossmayer in Osijek, Faculty of Philosophy in Osijek. Abstract was modified to meet ERIC guidelines

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 23 titles deal with a variety of topics, including the following: relationships among attitudes, intelligence, and reading achievement; the purposes and processes of reading as described by elementary school children; evaluating volunteers in reading programs; the effects of parent training in communication skills on the reading attitudes of children; the elementary school principal as instructional leader of the reading program; wordless picture books; the effect of pictures on reading comprehension; automatic level word recognition training and reading achievement; the effect of a reading center on reading scores; the ability of kindergarten children in phoneme analysis tasks; comprehension models in reading; the relationships between art concepts and reading readiness and mathematics; the effect of printed materials on beginning reading; an analysis of oral reading miscues of first grade students; sex role stereotyping in reading skills materials; teacher knowledge of reading and student achievement; the effects of adjacent-to-text activities on the development of reading comprehension skills; and strategies for reading comprehension using the cloze procedure. (MAI)

This study was carried out to determine whether there is a relationship between the preschool teachers' attitudes towards mathematics and mathematical development in 6-year-old preschool children. The sampling of the study was consisted of 30 teachers working with 6 years old children and their 120 students in public kindergartens and independent preschool classrooms in Erzurum City. Teachers' attitudes towards mathematics education were measured using the "Preschool Teachers' Attitudes towards Early Mathematics Education Determination Tool" and the levels of mathematical development in children were measured using the "Progress in Math 6 Test." Collected data were analyzed using both descriptive and predictive statistical methods. Results presented that there was a positive and significant relationship between the preschool teachers' attitudes towards mathematics and the mathematics development in 6-year-old preschool children. Furthermore, the preschool teachers' attitudes towards mathematics were also determined to have an effect on the selection of mathematics skill areas included in the programs. According to these results, it can be said that teachers' attitudes towards mathematics directly affect the mathematical development in children.

This study investigates how a group of Mexican immigrant children in the United States made sense of engaging in school and school mathematics. The research focused on a population of Latino/a middle school students who were a distinct minority, building a model that shows how a complex set of cognitive, sociocultural, and institutional factors mediated these students' engagement and success in school. The results of this research will help educators understand the complex social environment that faces immigrant children and impacts their performance and engagement in school and school mathematics.

The purpose of the study was to determine whether mathematical concepts could be learned and retained by disadvantaged preschool children when taught by an inexperienced teacher. College sophomores used printed lesson plans with no further instruction with 94 severely disadvantaged children attending either Headstart schools of Day Care Centers in the deep south. The lessons consisted of two 10-minute lessons on the concepts "more" and "same" and eight 10-minute conservation lessons. Following the teaching sessions the experimental groups, each composed of four to six children, and control groups were each randomly split. Half were post-tested immediately. The other half were post-tested six weeks later to check on retention. The main results were: experimental lessons were effective among disadvantaged children; lessons were simple enough to be taught effectively by inexperienced teachers; and there was a significant difference in effectiveness of the lessons at different chronological, mental age, and IQ levels. (Author/LM)

This is one of a series that is a collection of translations from the extensive Soviet literature of the past 25 years on research in the psychology of mathematics instruction. It also includes works on methods of teaching mathematics directly influenced by the psychological research. Selected papers and books considered to be of value to the American mathematics educator have been translated from the Russian and appear in this series for the first time in English. The aim of this series is to acquaint mathematics educators and teachers with directions, ideas, and accomplishments in the psychology of mathematical instruction in the Soviet Union. The articles in this volume deal with the instruction in geometry and arithmetic of mentally retarded pupils in the Soviet Union. These pupils attend special schools, called auxiliary schools, where they are trained in content that can later be related to specific job skills. Authors of the articles have attempted to identify the specific knowledge that the pupils possess and to design more effective instructional methods for increasing that knowledge. (Author/MK)

Examining whether there are differences in the impact of either a digital or physical LEGO training intervention on spatial and maths abilities in children from different socioeconomic status groups.

Technology has profoundly changed the way we learn and live. Indeed, such relationship appears to be quite complex, within IT contexts, and especially in socially and technologically rich learning environments, where related skills and learning are progressively required and fostered. Thus, if a satisfactory level of intellectual performance and social competence of a primary school pupil is indeed highly dependent on the type of participation that parents offer their children, IT, in general, and Internet, in particular, may well provide a new paradigm, setting forth that education and communication approach is truly more complex than ever before. It is on the basis of such paradigm that we therefore present a case study where a set of multimedia exercises were used in order to possibly improve the mathematical skills of pupils, one with mental retardation and another with cerebral palsy. Being part of a Web-based system to support students' learning, the referred set of multimedia exercises proved to be the children's favorite, rather than exercises in paper form, which also led the children to show a fair more positive attitude towards learning. Also, we observed that through the mentioned multimedia exercises, the children became far more autonomous, interested, persistent, happy, and able to easily absorb the material as well as more willingly to continue on working. (Contains 2 figures and 2 tables.)

The progress and prosperity of a country depends on the quality of mathematics taught in its school system. For people to survive and improve the quality of life, basic learning skills, reading, writing, arithmetic and life skills, are necessary and mathematics education is intended to develop these skills. The importance of mathematics transcends all definitions and no matter how much you ran away from the subject in school, mathematics, in daily life, chases you like a monster. No matter how hard you try, it is impossible to escape it. This study was done to see the relationship between mathematics achievement and reading comprehension and gender difference in mathematics achievement of children at upper primary stage. A sample of 307 upper primary children, 160 girls and 147 boys was taken through purposive convenient sampling method. Mathematics achievement test by N.C.E.R.T and reading comprehension test by Promila Pathak was used to collect the data. Mean, SD and t-test were used for the analysis of the data. Research findings revealed that Significant difference was found between mathematics achievement of girls and boys at upper primary school stage.Significant difference was found between reading comprehension of girls and boys at upper primary school stage.Significant positive correlation was found between mathematics achievement and reading comprehension of children at upper primary school stage.

This booklet provides an annotated list of 48 research reports related to mathematics teaching and learning of primary school children, and a bibliographic listing of 102 additional papers dealing with these topics. Each bibliography is organized into five major divisions: (1) growth and development of children, (2) development of mathematical thought in children, (3) mathematical content appropriate for young children, (4) strategies of teaching mathematical concepts to young children, and (5) assessment and evaluation of mathematical learning. (SD)

It is still unclear how significant the impact of cognitive skills is on reading in L1 Chinese, L2 English, and mathematics. Meta-analyses provide a unique opportunity to address the current ambiguity regarding the role of cognitive skills in reading in L1 Chinese, L2 English, and mathematics. Previous meta-analyses in reading and mathematics primarily concentrated on alphabetic languages, and there remains a lack of comprehensive synthesis of literature involving Chinese speakers. Existing meta-analyses among Chinese speakers have often focused on single academic domains or specific cognitive skills, limiting our understanding of the broader cognitive perspective (Yang et al., 2013; Zhong et al., 2022). To compare the cognitive effects on reading and mathematics, we will conduct a meta-analysis to synthesize the literature on the correlation between cognitive skills and both L1 Chinese and L2 English reading, and mathematics abilities, in native Chinese speakers. This approach allows us to comprehensively compare cognitive effects on reading and mathematics, distinguishing between domain-general and domain-specific predictors. Unlike longitudinal studies, a meta-analysis offers a systematic evaluation of the relationship between cognitive skills and academic outcomes across different domains. Additionally, it will examine whether variations in this association are influenced by factors such as test types and sample characteristics, which are challenging to control for in a single experiment. Through reviewing 128 studies, our goal is to investigate the key cognitive factors (e.g., phonological awareness and rapid naming impact) that play a crucial role in reading and mathematics abilities among primary school students. We also aim to explore how cognitive predictors affect the developmental trajectory of reading in Chinese native speakers, English L2 reading of Chinese speakers, and mathematics ability, and how their roles may change across development. By considering the effects of the main cognitive predictors extracted from previous studies in the proposed meta-analysis, we will gain a comprehensive understanding of how cognitive skills contribute to reading and mathematical development. This approach could be particularly useful in distinguishing which skills have predictability across various academic domains (domain-general) from those that are specifically tailored to a particular area (domain-specific).

This annotated bibliography announces journal articles, dissertations, and other documents related to science and mathematics for young children. The documents cited are expected to be useful to teachers, curriculum developers, and research personnel. The bibliography updates, but does not replace a bibliography published in September, 1969, (ED 033 259). The majority of the entries concern science, and are classified under the following headings: General topics, Activities (descriptions of activities of interest to young children), Classification, Concepts, Conservation (developmental psychology), Curriculum, Discrimination (auditory and visual), Goals, Headstart, Materials, Montessori, Perception, Piaget, and Problem Solving. In these subsections, and in the Mathematics section, research reports, program descriptions, and accounts of developmental trials are included. Brief annotations describe the contents of the document or the principal research findings. Journals which have had special issues related to science and mathematics for young children are included in a special listing. (AL)

This annotated bibliography announces journal articles, dissertations, and other documents related to science and mathematics for young children. The documents cited are expected to be useful to teachers, curriculum developers, and research personnel. The bibliography updates, but does not replace a bibliography published in September, 1969, (ED 033 259). The majority of the entries concern science, and are classified under the following headings: General topics, Activities (descriptions of activities of interest to young children), Classification, Concepts, Conservation (developmental psychology), Curriculum, Discrimination (auditory and visual), Goals, Headstart, Materials, Montessori, Perception, Piaget, and Problem Solving. In these subsections, and in the Mathematics section, research reports, program descriptions, and accounts of developmental trials are included. Brief annotations describe the contents of the document or the principal research findings. Journals which have had special issues related to science and mathematics for young children are included in a special listing. (AL)

Research documents an income-based achievement gap in mathematics, yet children from lower-income backgrounds do not lag behind their more advantaged peers in high-level social reasoning tasks. The purpose here was to investigate whether modifying mathematics word problems to make them more socially based would impact the mathematics performance and/or mathematics self-efficacy of lower- versus higher-income children. Research questions regarding (1) the relative difficulty of symbolic equations versus word problems, (2) the impact of socially modifying word problems on children's accuracy and self-efficacy, and (3) the relation between children's mathematics performance and mathematics self-efficacy were explored. Participants were 164 5th graders. Children completed a mathematics problem-solving test comprised of multiplication problems representing four different problem formats (two social, two abstract). Three types were word problems, and one was a symbolic (abstract) presentation. The three word problem types were everyday activity (social), social-cognitive (social), and traditional textbook (abstract). Participants also completed a mathematics self-efficacy measure. Children performed better on symbolic problems than on any of three word problem types. The lower-income group performed better on innovative social-cognitive word problems than on decontextualized word problems. Word problem variations did not have an effect for the higher-income group. Overall, mathematics self-efficacy was shown to predict mathematics performance. While problem format is only one aspect of a highly complex instructional system, findings suggest that capitalizing on social-cognitive strengths in mathematics may be valuable for improving the academic achievement of lower-income children.

Presented is the evaluation of a program designed to improve the skills of 2,700 handicapped students (5-16 years old) in the areas of reading and mathematics, using intensive individual and small group instruction and supplementing the special education academic program. Among findings listed are that brain-injured and physically handicapped children, particularly those in elementary grades, made significant academic gains; and that the program varied according to program site. Among recommendations noted are that receiving schools cooperate with the program teacher and teacher trainer in providing supplementary instruction, that orientation and in-service training for teachers be held throughout the year, and that teachers be provided with a curriculum package. Appended materials include a classroom observation profile and test results in tabular form. (IM)