A survey study asked Australian experienced teachers during workshops to rate what they believed to be the most difficult aspects of mathematics in grades seven and eight. Problem solving, number sense, and rational numbers were rated as most difficult. The research question provided a catalyst for action in professional development programs. (MDH)

Presents a questionnaire that eighth grade students fill out to evaluate their mathematics class. Discusses how this evaluation gives the teacher valuable feedback for classroom management and instruction. Also gives insight into students' thinking. (ASK)

The 1988 assessment of U.S. history objectives by the National Assessment of Educational Progress (NAEP) is the first such assessment in U.S. history. This booklet presents a framework of objectives for U.S. history courses, including: (1) the chronology of people, events, documents, and interrelationships that form U.S. history; (2) the context…

Focuses on the language used in mathematics instruction and the ways in which teachers assist students in constructing the formal language of mathematics. Strategies to help students connect vocabulary with mathematical concepts include using teacher modeling, writing, cooperative learning, and having students define words in their own language.…

Designed to investigate the relationship between student and teacher attitudes concerning the study of mathematics and attitudes toward scientific and technical careers by sex and to provide inservice training in eliminating sex role stereotyping in the teaching of mathematics, a research project assessed students' mathematics achievement and…