Describes an NCTM Standards-based high school mathematics curriculum that involves application, technology, cooperative learning, and open-ended problem solving and compares student attitudes and achievement with a traditional class. Results indicate significant attitude improvement in the mathematical confidence of students in the experimental…

This literature review reports 11 conclusions including: homework seems preferable to non-homework; effects of homework may be cumulative; drill homework may not be of much value; every homework problem need not be graded. (MP)

Graphing techniques are used to demonstrate the inverse function theorem and that the graph of the inverse function can be obtained by flipping the graph about the line y=x. (MP)

A course in reading, evaluating, and using educational research taught to inservice mathematics teachers in the Emory University Master of Arts in Teaching program is described. (MN)

Students in nine classes were randomly assigned to treatment groups receiving (1) written comments on their homework papers or (2) no comments. In two of the classes, the students receiving comments showed achievement superior to that of the others. In the remainder of the classes there was no difference. (SD)

Students from two junior high school mathematics classes were assigned either to a treatment in which every homework problem was graded or to one in which a random half of the problems were graded. There were not significant differences between treatment groups on achievement after a six-week period. (JP)

Reanalyzes the terminal secondary student performance data in the International Study of Achievement in Mathematics (ISAM), comparing achievement of United States students to that of students from the other developed countries in the ISAM. (JN)

Early issues of "School Science and Mathematics" were used to investigate the writings of women educators and their role in education. Identified articles by women authors and discussed how the integration of science and mathematics, psychology and other issues, and references to women were treated. (MNS)

The relationship between content readability measures and mathematics test item difficulty was measured. An attempt was made to use readability to predict item difficulty. Results from the study are noted as somewhat discouraging, with only about 11 percent of the item difficulty variance explained by the selected readability measures. (MP)

An overview is provided of the current literature on mathematical learning of children with a learning disability. Mathematics for the population viewed is seen to mean mainly arithmetic. It is felt more research is clearly needed on teaching arithmetic to children with a learning disability. (MP)

The author attempts to reconcile conflicting research regarding the effects of modern math courses on student achievement. (CP)

Describes a project that enrolled 36 secondary mathematics and science teachers to work cooperatively to plan a program to help integrate mathematics and science concepts. Thirteen ninth grade study units having a laboratory or demonstration component were developed, field tested, and evaluated. Teachers noted differences in using mathematics.…

Presents several problems that use calculator or computer-generated graphs of the absolute value function as related to the maximum and minimum functions to illustrate the statistical concepts of range, median, mean, and variance. (MDH)