The skills required in playing the oboe are described. (CK)

Examined is the discrepancy between the initial press release of the IEA International Study of Mathematics Achievement and the full report. (CT)

Discussed is an International Study of Achievement in Mathematics in ten countries The aims were to describe those factors associated with school achievement in mathematics and how these differ in each country. The subjects of the study were in two age groups, 13 and 18-20. (CT)

The author criticizes the IEA International Study of Mathematics Achievement for failing to report its findings clearly to the layman and failing to provide a professional interpretation of those findings. (CT)

Data of the IEA Study of Achievement in Mathematics is discussed for best-scoring subgroups of pupils, opportunity-to-learn ratings, and school and school-learning attitude scales. Recommendations for improving the United States mathematics programs are given. (CT)

Discussed is the relevance of the IEA International Study of Mathematics Achievement for mathematics educators of teachers. Examined are findings of the study regarding inquiry-centered instruction, achievement and attitudes, and teacher variables. (CT)

Examined and strongly questioned are the philosophical bases of the IEA International Study of Mathematics Achievement. (CT)

This article is a reply to many of the criticisms made of the IEA International Study of Mathematics Achievement in the same issue of the Journal for Research in Mathematics Education. (CT)

The author examines the way in which students learn mathematics in the different countries of the IEA International Study of Mathematics Achievement and concludes that these are basically different. (CT)

The author answers two significant questions regarding age of starting school" and achievement at age 13-relative to the IEA Study of Mathematics Achievement. He argues that because of the nature of the test, the age of starting school will not affect the achievement scores at age 13.(CT)

This paper is divided into three sections: (1) the relationships of mathematical ability to reading ability and general intelligence, (2) reading instruction and mathematics learning (including methods of teaching word problems), and (3) student and teacher verbalization (interaction and verbalizations of mathematical generalizations). (JG)

The article presents numerical procedures for the validation and comparison of hierarchically organized curricula. Examples of specific hypotheses one should test, and calculations of five statistics for testing these hypotheses are given (consistency ratio, adequacy ratio, inverse consistency ratio, inverse adequacy ratio, and completeness…

This annotated listing of research in mathematics education is divided into the three categories of (1) research summaries, (2) journal-published reports, and (3) dissertation abstracts. Following each annotation is an indication of the grade or age level involved in the study. (JG)

Reported is a comparison of the discrimination power of multiple-choice geometry test question alternatives supplied by (1) students taking an experimental test in completion format, (2) experienced teachers, and (3) student teachers. (JG)

The basic notion considered in this study was that if humanities and human relations courses make a difference in the attitudes and feelings developed by a group of students, then these attitudes and feelings should be measurable. (Author)