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Brown, Margaret – British Educational Research Journal, 1989
Argues that research shows that the concerns expressed about the Graded Assessment in Mathematics (GAIM) project are not serious and do not outweigh the positive benefits of the program. States that levels of achievement and development of mathematical learning are related. Urges the linking of summative and formative assessment. (KO)
Descriptors: Academic Achievement, Elementary Secondary Education, Foreign Countries, Grades (Scholastic)
Peer reviewed Peer reviewed
Boaler, Jo – British Educational Research Journal, 1994
Reports on a study of the move away from abstract calculations toward "mathematics in context" among 50 British female secondary school students. Discusses implications of findings in relation to reported female underachievement and disinterest in school mathematics. (CFR)
Descriptors: Academic Achievement, Athletics, Curriculum Development, Educational Change
Peer reviewed Peer reviewed
Fraser, E. J. P. – British Educational Research Journal, 1994
Reports on the attitudes toward and achievement in mathematics among 7,169 undergraduate male and female students in British and Scottish universities. Finds large differences in participation rates between women and men in English and Scottish universities. (CFR)
Descriptors: Course Selection (Students), Educational Change, Females, Foreign Countries
Peer reviewed Peer reviewed
Borg, Mark G.; Falzon, Joseph M. – British Educational Research Journal, 1995
Reports on a study of the role of pupil age in scholastic performance among 4,123 Maltese primary-age students. Finds a strong and consistent age effect in Maltese, English, and mathematics achievement in three grade levels. Also finds that girls consistently outperformed boys in the three subjects. (CFR)
Descriptors: Academic Achievement, Age Differences, Age Grade Placement, Child Development