Highlights the major areas of research in mathematics education in 1983 (including problem-solving, sex and minority-group differences related to mathematics, and the school mathematics curriculum). Indicates that additional emphasis needs to be placed on technology, problem-solving, teachers' conceptions, and the teaching of algebra. (JN)

Solutions to addition and subtraction word problems were studied in a three-year longitudinal study that followed 88 children from grades one to three. They solved problems using a variety of strategies before formal instruction and used invented strategies several years after formal instruction. Four levels of problem-solving ability were found.…

A model of subtraction development and the computing difficulties and research issues suggested by the model are outlined. Demands of simultaneous processes, difficulties with informal subtraction, and the impact on the counting-up procedure are discussed. (MNS)

Discusses four ways in which subtraction is more difficult than addition: (1) verbal solutions do not always parallel object solutions; (2) methods may interfere with each other; (3) special problems exist with subtraction on the number line; and (4) subtraction has multiple situational interpretations. (MNS)

Music majors were asked to identify interval when it was either preceded or followed by a tone moving in the same direction. Difficulties in interval recognition in context appear to be an effect not just of placement within the context or of tonality, but of particular combinations of these aspects. (RM)

The E1 group was taught using visual and kinesthetic reinforcement; E2 using imitation; and C with a traditional, nonconceptual approach. Results showed no differences among groups in auditory discrimination, differences on vocal pitch-pattern accuracy between E1 and C and E2 and C, and differences in rote-singing accuracy between E2 and C.…

Twenty Suzuki violin students between four and eight years old were individually administered an author-designed rhythmic task and a series of standardized tasks that measured area and length conservation. The students' prior training was found to be less of a factor in rhythmic conservation than were age and area-length conservation. (Author/RM)

Study results supported the inverted-U subjective complexity hypothesis, which says that liking for a piece of music is at its maximum at an optimum intermediate level of subjective complexity. Subjective complexity is a function of the objective characteristics of the piece and the musical experience and sophistication of the listener. (RM)

The English tonic sol-fa system was developed in the 1930s by Sarah Glover. The system was discovered in 1841 by John Curwen, who subsequently popularized and adapted it. Conflict arose between the two educators regarding the modifications Curwen made in the system. Glover deserves recognition for her contribution. (Author/RM)

Thirty-seven social studies methods texts were examined to see how concept instruction was covered. Seven provided no guidance for instruction in social science concepts, and most did not provide sufficient information and guidelines, despite the considerable body of knowledge that stresses the importance of this area. (IS)

Teacher enthusiasm has long been considered an important teacher behavior. However, when 52 first graders were divided into three groups and taught about environmental pollution by the same teacher exhibiting three degrees of enthusiasm, little difference was found. Students taught with a medium level of enthusiasm did perform slightly better. (IS)

It is reasonable to be concerned about ideological bias in economics textbooks because of political pressures in the United States to present a positive evaluation of free enterprise. However, an examination of texts does not show the bias that Bruce Romanish claims to have found. (IS)

A review of 24 studies since 1975 is organized according to three types of variables (parent, student, and school) that influence the learning and participation of minority students in school mathematics. A table of influential identified variables is included. (MNS)

The need of Native Americans for an improved education in mathematics is discussed, with data showing they fall below the norms in enrollment, preparation, and achievement. Contributing factors are identified and possible solutions discussed. (MNS)

Some promising topics for research into increasing Native Americans' participation and achievement in mathematics are presented. They focus on raising expectations for performance, devising culturally based programs, and improving pedagogy. (MNS)