Forty-eight students with no previous exposure to probability or statistics read one of three textbooks that varied in emphasis placed on rote and conceptual learning of basic elementary probability concepts. Findings, among others, show students who read textbooks emphasizing conceptual learning tended to be less sensitive to surface features.…

Determined whether 11 third-grade children, differing in cognitive processing capacity, solve addition and subtraction word problems differently. Results, among others, show that children who differ in cognitive processing capacity also differ in strategies they use to solve the same verbal problems and differ in their success in finding correct…

Included are a general introduction to the topic of metacognition, a discussion of how metacognition is involved in mathematical performance, and a short section on metacognition and instruction. (MNS)

The effects of training Hispanic college students in test-taking skills were examined. A mathematics achievement test was found to have slightly lower internal consistency and higher predictive validity for the group given training than for the control group. (MNS)

Investigated was how girls and boys who were discrepant in their spatial and verbal performance used spatial visualization skills in solving word problems and fraction problems. It was concluded that low spatial visualization skill may be more debilitating to girls' mathematical problem solving than to boys'. (MNS)

Field tests were conducted to evaluate theory-based computer-video instructional modules designed to teach or review concepts and operations for factors, prime numbers, and fractions. (MNS)

For six weeks, pupils in grades two, three, and four used either flash cards or a microcomputer program to practice basic subtraction and division facts. Equivalent learning resulted. (MNS)

Articles contained in the journal for the first 31 years reflect concern for the improvement of quantitative research methodology, including improvements in design, number of subjects, and data analysis. A progression is observed from experimental/control group designs to more sophisticated designs. Contributions in historical research have been…

Early in 1952, Allen P. Britton and Warren S. Freeman submitted an article to the "Music Educators Journal" proposing the establishment of a research journal for music education. The history of the subsequent "Journal of Research in Music Education" is described. (RM)

The author describes his personal experiences in trying to get the Music Educators National Conference to sponsor a new journal--the "Journal of Research in Music Education." (RM)

Study results indicate that positive social interactions between nonhandicapped and handicapped students in the integrated music classroom, with increases in nonhandicapped students' acceptance of handicapped students, are not a result of music classroom experiences and music instruction alone, but also of the degree to which teaching conditions…

Subjects in the model-only group attained significantly superior scores from all other groups. Subjects in the guided-model group scored significantly higher than subjects in the guide-only and practice-only groups. (Author)

A content-oriented analysis of written solutions to test items in Israeli high school graduation examinations in mathematics yielded six error categories: misused data; misinterpreted language; logically invalid inference; distorted theorem or definition; unverified solution; and technical error. (Authors/MNS)

Women from five Canadian universities overestimated their final grades less often and underestimated them more often than men did. No sex-related difference was found in level of confidence to complete the bachelor's program, but women expressed less confidence in their ability to obtain the doctorate. (MNS)

The mathematics achievement of 11,914 men and women aged 15 to 22, who participated in the National Longitudinal Study of Youth Labor Force Behavior in 1980, was analyzed to assess sex, education, and ethnic group effects. Generally, achievement of all groups increased the longer they were in school. (Authors/MNS)