Introduction: The proposed poster will describe the observational data collection methodology and preliminary findings from a large-scale efficacy study examining a corequisite mathematics intervention at the community college level. Specifically, the larger study is conducting a randomized controlled trial of the Carnegie Math Pathways (CMP)…

This study details the establishment of a teacher/learner laboratory at Monash University in Australia and the information it yielded about the learning and teaching of mathematics. Both instructors and learners understood they were cooperating to help develop an understanding of difficulties in learning and teaching strategies and ways to reduce…

The purpose of the study was to determine whether students had knowledge of the extension rule (the conjunction of two or more events cannot be greater than the probability of any one of those events) and understanding of conjunction by giving a test of multiplicative probabilities. Involved were 598 students enrolled in introductory psychology…

This study compared former remedial students with non-remedial students in regular college mathematics courses. The two groups were compared on regular college mathematics grades, ACT composite scores, ACT mathematics scores, and high school grade point average. Results from the analysis of variance indicated no statistically significant…

Retesting involves multiple testing opportunities on the same subject matter in hopes of improving test scores and mastery of course material. The effects of retesting were investigated using 138 students in a college-level, remedial mathematics course. Results show that both retesting and the remedial course improved experimental group students'…

The effects of training Hispanic college students in test-taking skills were examined. A mathematics achievement test was found to have slightly lower internal consistency and higher predictive validity for the group given training than for the control group. (MNS)

Reported are results of a study of a sample of 259 students at the University of Massachusetts who scored low on a math placement test and later took precalculus math classes. Several possible conclusions are presented to explain the test results. A significantly higher percentage (p<.05) of a remedial sample (compared to a non-remedial sample)…

Simple and complex addition problems were presented for true/false verification to 30 undergraduate students to test a general model for cognitive addition. Problems were presented on a microcomputer, with reaction time (RT) and response accuracy recorded. Models for addition were fit to average RT data using multiple regression techniques. These…

Varying approaches to mathematics were raised in a Philosophy of Mathematics course. Students were asked which foundational schools they preferred and these preferences were compared with scores on hemispheric tests. The results indicate that preferences may be related to the brain's hemispheres. (MNS)

Information on the status of principal aspects of mathematics education in 18 Third World universities, derived from a questionnaire sent to 70 universities, is presented. Analysis, with emphasis on mathematics courses offered, revealed variations, similarities, and some weaknesses. (MNS)

Investigated were the effects of spatial training on calculus achievement, spatial visualization ability, and the use of visualization in solving problems on solids of revolution. Sex differences were found favoring women in calculus achievement and men in spatial visualization ability. (MNS)

This paper proposes an hypothsis describing how some college students incorrectly view semantically laden letters and provides both clinical and written data that supports that hypothesis. Several word problems were given to nine college math students. These students were then interviewed as they attempted to solve these problems. In addition to…

This study investigated the problem representations formed by college students while solving mathematics problems. Problem representation characteristics indicative of understanding were identified by analyzing audio-tapes and written work of sixteen subjects, ages 16 to 24, who solved mathematics problems using the think-aloud technique. These…

A questionnaire was given to 167 college students enrolled in business or precalculus mathematics, or statistics. Many had not taken three years of high school mathematics because the courses were not deemed important, were not required, or conflicted with others. Two-thirds felt unprepared for college mathematics courses. (MNS)

Investigated long-term retention of mathematical concepts in a Keller plan course conducted without a final examination as compared to a conventional lecture course with a final examination. Results indicate greater long-term retention of concepts for students taking a traditional lecture course with final examination rather than the Keller plan…