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)

This clinical, exploratory study describes processes used by 8 ninth-graders learning to solve non-routine geometry problems and changes in those processes as instruction in heuristic methods was given. Directions for future research are indicated, and several hypotheses to be investigated are suggested. (DT)

Results of a study of children's ability to perceive grouped vs. ungrouped objects representing the numbers 1 through 9 showed that perceiving elementally grouped objects was significantly easier than nonelementally grouped objects, and elementally grouped objects in a pattern were significantly easier than non-patterned groupings. (DT)

Nine verbal behaviors of teachers were identified. After twenty Algebra I teachers taught a lesson on direct variation, their students took a posttest. Findings showed that lesson objectives, relevant examples, and "OK" responses correlated positively (p less than .05) with student posttest achievement. (DT)

Seventy elementary education majors were given the Paragraph Completion Test, the Group Embedded Figures Test, and a self-report instrument designed to measure choice of rule-example order. Results suggested that prospective teachers' choice of math rule-example order is affected by their conceptual level and field dependence-independence. (DT)

Four spatial tests were given to 90 children enrolled in grades 2 through 7. Findings showed high mathematics achievers scored significantly higher than low mathematics achievers on all four tests, and boys scored higher than girls on the two tests measuring complex spatial abilities. (DT)

No meaningful correlations were found when "teacher effect" scores (based on student achievement) for 28 Algebra I teachers were correlated with teachers' knowledge of the real number system and other related algebraic structures, length of service, college mathematics grade point average, and number of postcalculus course taken. (DT)

The effect of 6 variables (city size, per-pupil expenditure, elementary school enrollment, per-pupil valuation, geographic location, and sex) on mathematics achievement of students in grades 1 through 6 was investigated. Findings showed that city size and per-pupil expenditure accounted for differences in group mean test scores. (DT)

Interviews conducted with each of 35 sixth graders who made errors on the Metropolitan Achievement Test showed little evidence that poor reading abilities affected children's success on word problems. (DT)

When 65 preservice elementary teachers were asked to interpret logical connectives appearing in single statements, results indicated they would assign conjunctive truth tables to conditional and bioconditional statements dealing with mathematical relations. The preservice teachers had a better understanding of the inclusive "or" than of…

Activities at the Third International Congress are described, and shortcomings are noted. (DT)

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)