Responses to area and preimeter questions asked of 9-, 13-, 17-year-olds and young adults in the National Assessment are summarized. Recommendations for instruction aimed at improving these results are described. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Results of National Assessment problems on area are used to highlight the difficulties elementary students have with area and volume concepts. Recommendations for instruction include the provision for substantial practice with coverings before the introduction of computational short-cuts. (SD) Aspect of National Assessment (NAEP) dealt with in…

The performance of 13 and 17-year-olds on National Assessment items involving computation with fractions is reviewed, together with findings from related research. Recommendations for improving instruction are offered. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Results of the National Assessment of Education Progress (NAEP) related to subtraction are summarized and interpreted. Implications for instruction are discussed. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Performance of 9-year-olds, 17-year-olds, and young adults on questions related to numerical estimation is reported. Implications for instruction are discussed. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Performance on several word problems used in the National Assessment of Educational Progress is discussed. Errors are analyzed for different age groups, and the overall findings are compared with results of related research. Implications for instruction are derived. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results…

Various algorithms used in addition, subtraction, and division problems were identified. The percentages of people in the National Assessment survey populations using each method are reported, as are the percentages of those using the most popular methods who answered correctly. Implications for instruction are discussed. (SD) Aspect of National…

The results of the National Assessment of Educational Progress concerning students' recognition of the names of solid objects are summarized. Implications for the teaching of elementary school mathematics are discussed. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

The purpose of this paper is to identify how the theory and techniques of research in cognitive development can be applied to the study of learning and instruction in mathematics. Five basic research paradigms are characterized; major directions of research on number, measurement, geometry, and adolescent reasoning are identified. Most of the…

The effects of numerical and visual cues, equality or inequality of initial volumes, size of measurement unit, and order of cue presentation on conservation of liquid volumes by first- and second-graders were investigated. Some findings extend, and others contradict, those of Piaget. (SD)

First-grade students' understanding of several basic measurement processes was examined. Twenty randomly selected students from five first-grade classes in two different schools were individually examined on 11 measurement tasks. Seven of the tasks were adapted from items reported in the Gal'perin and Georgiev study, designed to test understanding…

Reported is a study of the development of conservation and measurement concepts, with reference to certain task factors which may affect performance. A group of 129 first and second graders were given a test of conservation and measurement consisting of five problem types crossed with three transformation types. The problems all involved moving…

Performance of first and second graders on measurement problems indicated that they are unable to relate the measurements of objects using different units to visual comparisons of quantities. (SD)

The results of the first report on the mathematical abilities of 13 and 17 year-olds by the National Assessment of Education Progress (NAEP) are summarized and interpreted. A similar article for elementary school mathematics appears in SE 514 769. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Attitude results from the second National Assessment of Educational Progress (NAEP) are presented. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).