The Responses to Educational Disruption Survey (REDS), conducted by the International Association for the Evaluation of Educational Achievement (IEA), studied how teaching and learning were affected by the disruptions caused by COVID-19 and aimed to paint a picture of national responses to the global pandemic. REDS was based on the premise that…

Discusses the results of a study of the teaching and learning of mathematics in 21 countries, conducted by the International Association for the Evaluation of Educational Achievement. Reports that a clear distinction between support for broad educational objectives and for the learning of narrow skills did not exist among teachers. (SG)

Examined are the sex differences in mathematics achievement from a cross-cultural perspective using the data of the Second International Mathematics Study. The overall sex differences in geometry and measurement areas are reported. It was found that differences among countries were greater than sex differences. (YP)

Examines the similarities and differences in beliefs about the effective teaching of mathematics held by teachers from two different sociocultural backgrounds. Data were collected using a part of the Teacher General Classroom Process Questionnaire of the second IEA Mathematics Study. (Author)

Investigates patterns of sex differences for responses to problems across the countries involved in the Second International Mathematics Study. Reports no substantial gender effects on any of the content areas using the median polishing method. (YP)

Compares relative test anxiety of urban seventh- and eighth-grade students in North America and Chile. Finds the following: high-SES students from both cultures had lower test anxiety than low-SES students; Chileans had higher test anxiety than North Americans; low-SES females in both cultures had more test anxiety than low-SES males, but high-SES…

Reports on a study of eighth-grade mathematical performance of 77,000 students in 19 countries, data from 1964 and 1982 studies in 9 countries, and data on gender stratification and its impact on mathematics performance. Finds that a cross-national variation exists and that it is related to gender stratification. (CFR)

Reports on a study of the impact of individual feedback on achievement, attitudes, and behavior in cooperative learning groups on 56 8th-grade students. Finds that individual feedback was more effective than group feedback and that individual feedback resulted in more positive relationships toward others. (CFR)