ERIC Number: ED373976
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Patterns of Attainment in Standard Grade Mathematics 3-6. Interchange No. 21.
Devine, Marion; And Others
The interchange series of documents aims to improve the Research and Intelligence Unit's dissemination of the findings of research funded by the Scottish Office Education Department. In 1991 this department commissioned the Scottish Council for Research in Education to investigate the performance in Standard Grade mathematics of those candidates who were judged to be average to below average and to identify changes which might lead to improvements in the teaching of basic competencies in mathematics. This document reports the results of studying the classroom work and examination scripts of over 600 average and low-attaining secondary school candidates earning overall grades of 3 to 7 in two areas: (a) knowledge and understanding, and (b) reasoning and applications. A study of test scores indicates that performance in mathematics peaked at a grade of 5 and the criteria that were most important in differentiating between grade 4 and grade 5 performances were the abilities to handle symbols, generalize, and solve problems. Study of classroom work and teacher profiles of students, teaching materials, and support from teachers showed: (1) Teachers use a wide range of texts, not all of which are especially written for Standard Grade mathematics; (2) Teachers are often over-supportive of lower-attaining pupils; and (3) Lowest-attaining pupils are introduced to a very limited range of mathematics. Implications for teachers of low to average students are discussed. (MKR)
Descriptors: Foreign Countries, High School Students, High Schools, Instructional Materials, Low Achievement, Mathematics Achievement, Mathematics Education, Mathematics Tests, Textbooks
Dissemination Officer, Scottish Council for Research in Education, 15 St. John St., Edinburgh EH8 8JR, Scotland, United Kingdom (7 British pounds).
Publication Type: Collected Works - Serials
Education Level: N/A
Authoring Institution: Scottish Council for Research in Education.
Note: For the full report, see SE 054 373.