Details a study in which grade 9 females were assigned to either an all-female or mixed-sex algebra class. Findings indicate that the all-female intervention group demonstrated a greater gain in math scores between grades 8-11 than the nonintervention group. Contains 41 references. (DDR)

Described is an approach to computational matrix algebra that takes advantage of a high quality, low cost microcomputer software package. The examples and applications discussed focus on matrix multiplication. (Author/CW)

This paper reports a study that sought to explain student understanding of the concept of linear inequality as presented in a problem-solving setting. In the course of data analysis, the transition from arithmetic to algebra emerged as a critical issue. Therefore, the study examined the differences in the problem-solving activities of solvers who…

At the University of Southwestern Louisiana, an innovative course in college mathematics, Math 107, was designed to place mathematics into the context of everyday life and to use concepts from several disciplines within mathematics including algebra, geometry, statistics, probability, and data analysis. Inherent within the teaching of Math 107 was…

This study compares algebra performance tested under timed and extended-time conditions of 88 community college students with and without learning disabilities (LD). With extended time, the LD students' performance did not differ significantly from the timed or extended-time scores of the students without learning disabilities. (Author/DB)

The effect of optional retesting on the achievement of 1,314 college students in an individualized algebra course was studied. A performance improvement was found for about 90% of students who had earned a "B" or lower. Optional retesting appears to affect initial mastery, but not cumulative mastery. (SLD)

The major goals of this study were to conceptualize a framework for analyzing student conceptions of mathematics, gather baseline information about the conceptions of mathematics held by mathematically talented students and by average high school students, and begin to generate hypotheses about how they are related to the nature of student…

A review of six published studies on algebra interventions for students with learning disabilities revealed that successful interventions included instruction on domain-specific knowledge, as well as general problem-solving and self-regulation strategies. Promising practices include sequential introduction of work problems through concrete,…

Investigated the effect of mathematics instruction with the aid of microcomputer illustrations on the achievement of college students enrolled in an intermediate algebra course. There was a treatment effect on the comprehensive final examination. (YP)

Describes an experimental study in which two sections of calculus were taught using the same materials, except one section was enhanced with the computer algebra system Mathematica. Results indicated that the students in the technology group had advantages to understanding certain key topics in calculus such as limits, derivatives, and curve…

Diagnoses of students' performance on procedural mathematical tasks need to display a certain level of stability and robustness if they are to be used as the basis for remediation, particularly with computer-delivered instruction. The purpose of this study was to compare two diagnostic approaches for describing students' (n=231) errors in algebra…

This study compared the effects of two different special educator roles within high school algebra classes containing special needs students. The special educator served as either in-room assistant or as co-teacher. The study was conducted for one chapter of algebra study over a 3-week period. No significant differences between groups were found…

Discusses integrated learning systems (ILSs) and describes a study that considered the degree of linear relationship between time spent on the ILS and outcome achievement on ninth-grade algebra students. The effects of previous math and verbal achievement and sex differences are explored, and measurement instruments are described. (Contains 14…

A study compared the performance of two groups of university students. One group (n=40) was taught calculus using a computer algebra system whereas the other (n=41) used paper-and-pencil computations. The computer group scored significantly higher than their counterparts on both a conceptual knowledge test and a calculus computational exam. (JJK)

Technologies play a prominent role in current reforms of school and collegiate mathematics. This study examined ways in which first-semester calculus students still showed the influence of a graphing-intensive college algebra course they had studied one or two semesters earlier. Students (n=18) at a large research university were asked to solve a…