This dialogue, extracted from a conversation among some members of the Equity Special Issue Editorial Panel, concerns racism in mathematics education. It raises issues about the use of various terms; about fields of research outside of mathematics education; and about the kinds of racialization processes that occur for students, teachers, and…

This exploratory study focused on characterizing problem-solving situations associated with spontaneous metacognitive activity. The results came from connected case studies of a group of 3 purposefully selected 9th-grade students working collaboratively on a series of 5 modeling problems. Students' descriptions of their own thinking during…

This listing of research related to mathematics education provides brief annotations for articles and dissertations (K-12) published in 1975. Studies on college-level and other post-secondary school levels are also listed, but without annotations. (SD)

A hierarchy for rational number addition was constructed using intraconcept analysis. A test to assess mastery at each of 45 levels was administered to 200 elementary students representing a wide range of achievement and ability levels. Implications of the results for development of optimal instructional sequences are discussed. (Author/DT)

Ten students, randomly selected from each of three different elementary mathematics methods programs at one university, each were videotaped teaching one lesson to four randomly assigned third graders. Findings showed significant correlations between three teaching variables (clarity, questioning, pupil involvement) and pupil achievement, and…

Three forms of computer-augmented algebra programs were evaluated at each of two secondary schools with respect to mathematics achievement and attitude. Results of the 4-month program showed lower achievement among the computer group, while results of the 9-month program showed the no-computer group achieved significantly higher. (DT)

Three sequences of moves were compared on the immediate acquistion and short-term retention of conjunctive and relational mathematical concepts by 27 college general mathematics students. The exemplification-sequence was significantly better on immediate acquisition for the conjunctive concept at low and high achievement levels. (DT)

No differences were found between the anxiety levels of mathematics majors compared to non-mathematics majors on the State-Trait Anxiety Inventory. Anxiety levels of mathematics majors did not increase from freshman through senior years. Being in a mathematics classroom created no more anxiety than being in a non-mathematics classroom. (DT)

Two college algebra classes were exposed to items from mathematics history in their classroom instruction, while two other college algebra classes received no such exposure. Results showed a significant positive attitude change of the mathematics history group. (DT)

Achievement levels of geometry classes were compared following units of instruction employing analytic, synthetic, and combination strategies. For above-average and below-average achievement groups, instruction with different strategies was found to yield differences in MANOVA - identified achievement composite scores. (Author/DT)

The effects of numerical and visual cues, equality or inequality of initial volumes, size of measurement unit, and order of cue presentation on conservation of liquid volumes by first- and second-graders were investigated. Some findings extend, and others contradict, those of Piaget. (SD)

The ability of students in grades 1-12 to generate proofs of theorems in an unfamiliar, one axiom, abstract system was investigated. There were no significant differences in performance of two levels of secondary students; fourth- through sixth-grade students were also able to develop proofs, but needed more time. (SD)

Use of conditional statements by seventh-grade mathematics teachers in general class discussions was found to correlate positively with the ability of students to apply the principles of logic. Interaction with mathematics ability was not significant; correlations varied for subscales of the reasoning test. (SD)

Ninth-grade students were given a battery of cognitive aptitude tests and randomly assigned to verbal or figural mathematics instruction. Learning and retention were correlated with the aptitude measures and other fixed variables; regression analysis indicated the importance of memory, semantic factors, and sex difference. (SD)

The effects of a combined mathematics and mathematics methods course incorporating extensive use of manipulative materials on the mathematics achievement, attitudes toward mathematics, and desire, ability, and tendency to use manipulative materials in the elementary classroom were investigated. (SD)