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)

This review focuses on the NACOME Report as "research." The methods of information collection used by the NACOME Committee are explained. Recommendations made for curriculum, instruction and teacher education, affective implications, and evaluation are discussed, along with implications of the report for research. (DT)

The need for replication studies is discussed. A statistical procedure is explained for pooling the probabilities of a series of independent studies testing the same hypothesis. (DT)

Plans for an international survey examining the areas of mathematics curricula, classroom processes, and changes in mathematics education since 1964 are discussed. Several reasons for U.S. participation in this survey are suggested. (DT)

Elementary School Teachers were instructed on finding number patterns in a figure in one of three groups: individual discovery, group discovery, and expository. They were tested for recall, retention, and transfer. The expository groups did better on recall, but group discovery was more effective for retention and recall. (SD)

Students in second and third grades were given instruction on sentential logic. Different approaches were used in 3 classrooms at each grade level and a classroom at each level served as a control group. Posttests included tests of classification, sentential logic, and perceptual reasoning; experimental students outperformed controls. (SD)

Formative data from a feasibility study describes the impact of two teacher education experiences on the achievement and attitude scores of low-achieving sixth-grade pupils who were taught a unit on functions by the teacher trainees. (Author/SD)

Preservice mathematics teachers at two points in a teacher education program (pre- and post-student teaching) were instructed on Henderson's model for teaching concepts. Each was then videotaped in two microteaching situations: no differences in the number or variety of moves used by members of the two groups were observed. (SD)

In a nationwide survey students in grades one through eight were examined concerning their interests in 72 specific mathematics topics and their global conceptions of mathematics. There was wide variation in students' liking for topics; changes associated with grade level were noted. (SD)

Preservice elementary teachers were tested on their interpretations of logical connectives using a test based on truth tables for statements about set membership. Results indicated that conditional and and biconditional statements were treated as conjunctions. (SD)

This study examined the effects of inquiry training on students' ability to think analytically and the relationships of that ability with achievement in geometry and algebra. Results indicated that inquiry-trained students were not more analytical in approaching mathematics than others. (SD)

First- and second-grade students given instruction on length performed better on tests of seriation than students not given this instruction. (SD)

Described are advantages and disadvantages of pragmatism and phenomenology for developing intercultural curricula for the social studies. The conclusion is that the two philosophies can and should be joined to make a holistic philosophy to undergird intercultural education. (Author/DB)