Outlines a reconstructionist rationale and focuses attention on the need for a philosophy of education to embody a theory of social criticism. It also emphasizes the importance of an interdisciplinary analysis of major social issues, especially in terms of their economic dimension, and attempts to define the purpose and role of social educators…

A study of 46 sixth graders designed to compare the problem-solving performance of pupils using calculators with that of students not using calculators is reported. The argument that calculator availability facilitates problem solving is supported. (MP)

Research to determine whether female and male students with comparable mathematics backgrounds will have comparable achievement patterns in algebra is presented. Sex differences discovered appear to have little to do with algebra, with further research recommended on pupil use of applied problem-solving skills. (MP)

Two supplementary calculus classes for high school students are described. Both classes were projects sponsored by the Study of Mathematically Precocious Youth (SMPY) of Johns Hopkins University. (MP)

This study's purposes were to test causal attribution theory in the masculine typed, content-specific task domain of mathematics and examine the effects of level of mathematics achievement, sex, and the interaction level of achievement and sex on attribution patterns. (MP)

The interactive effects between mathematical achievement and manipulative v symbolic instruction with junior high school students are examined in this report. Low-achieving students benefited more from a manipulative approach to logical connectives, whereas high achieving students found the symbolic approach to be more effective. (MP)

The time at which component skills are taught is studied to see whether it is a significant instructional variable. This research involved the instruction of a multiplication algorithm to 15 below-average first graders. (MP)

The frequency with which games must be used in order to help students maintain multiplication skills is the subject of this study. (MP)

College students are assessed for their abilities at horizontal and vertical spatial tasks. Differences between males and females and between vertical and horizontal tests are covered in this study. (MP)

The observed behaviors of three highly effective and six less effective junior high school mathematics teachers were compared. A number of differences were obtained in the areas of time use, interaction styles, management, and personal characteristics. Relationships between these results and other process-product research are noted. (Author/MK)

An eight-phase model of processes involved in mathematics problem solving is presented. At each phase, results from factor-analytic studies are used to suggest abilities relevant and prerequisite for successful completion of the phase. Presentation of the model is followed by a discussion of implications for teaching and research. (Author/MK)

This article reports a field evaluation of experimental first-year algebra materials, "Algebra Through Applications." Effectiveness of the materials was evaluated in terms of achievement, attitude, transfer to consumer, problem solving, readability, and implementation. Overall, it was found the experimental materials could be used effectively in a…

This study attempted to determine if teachers discriminate against female learners of mathematics. More than 1000 secondary mathematics teachers were asked to grade four geometry proofs. Student sex and ability were the independent variables. Analysis yielded no significant F ratios for either of the main effects or their interaction. (Author/MK)

Attainment relative to six cognitive operations and four number and computational skills was assessed for 90 elementary students using clinical procedures. Variance associated with conservation of number, seriation, and logical classification competency accounted for a significant proportion of the variance in achievement scores. (Author/MK)

Students in three mathematics classes were assessed on two aptitudes, field independence and general reasoning, and randomly assigned for a discovery treatment. There was a significant interaction with general reasoning on the retention test. There were no interactions with field independence. (Author/MK)