Considered pupils about to be admitted to secondary school and compared SCE examination results of pupils in 'selective' and 'comprehensive education'. (Author/RK)

The effect of four variables (number of steps, superfluous information, verbal cue, and question) on problem solving performance was investigated. A total of 800 junior high students from five schools responded to four different types of questions. Three variables were found to be significant: questions, steps, and superfluous information. (DT)

The processes and products involved in discovery learning are analyzed, some of the relationships among the terms involved are established, and a framework for the identification of these terms is set up. (DT)

This paper discusses the process of investigating a mathematical situation, making conjectures, formulating an equation, then using mathematical induction to show the result is valid. Several examples appropriate for secondary school level are given. (DT)

A questionnaire was given to 129 high school students taking college-prep mathematics and to 63 college students taking a pre-calculus course. Students were to identify sentences as axioms, postulates, facts, definitions, or theorems. Findings showed students did not have the formalist point-of-view about the structure of mathematics. (DT)

Seven different views of geometry are identified, and for each of the views, guidelines for designing individualized curricula are developed. (DT)

An analysis of methods of teaching children to solve verbal arithmetic problems is presented together with transcriptions of interviews in which children solve problems by reference to problem types. (SD)

The author argues that the emphasis on logic and set theory in the school mathematics program is unnecessary and possibly harmful. He discusses briefly the relationships between semantics and logic. (SD)

A computer-based college course covering the exact and complete theory of logical inference is described. Student's performance and their evaluation of the course are discussed. (SD)

Data are described from research in Papua New Guinea concerned with the visual and spatial aspects of mathematics with the intent of drawing conclusions for the learning and teaching of mathematics in other cultures. (MP)

This annotated bibliography of writings on the interaction of language and mathematical education is prefaced by an essay indicating possible areas for investigation and drawing attention to those regions in which research activity has already commenced. (MP)

An account is given of the introduction of multiple-choice and other forms of objective testing into the assessment of a first-year university elementary analysis class. (MP)

An attempt is made to establish a link between ordinary arithmetical situations and relevant mathematical concepts by the analyzing of complexity of concepts. (MP)

Sex-related differences in mathematics achievement and factors related to those differences are discussed in terms of research that has been conducted. (MK)

Ratio and proportion are discussed by giving examples of a child's view of the concept. Instructional suggestions are given. (MK)