bluuebunny/crossref_metadata_2025 huggingface dataset:
Der Bußgeldregress im Kapitalgesellschaftsrecht
Authors: Erfurth Julian
Published: August 2020

Die Verhängung immer höherer Unternehmensgeldbußen rückt die Frage in den Blickpunkt, inwieweit der durch solche Geldbußen eingetretene Schaden auf die hierfür verantwortlich erachteten Organwalter abgewälzt werden kann. Eine höchstrichterliche Klärung dieser äußerst praxisrelevanten Thematik der gesellschaftsrechtlichen Innenhaftung steht noch aus. Der Autor stellt bei seiner Untersuchung die Erörterung der mit Geldbußen verfolgten Sanktionszwecke in den Vordergrund. Diese Zwecke sieht er bei einem Regress beeinträchtigt. Er ergänzt die Debatte dabei um den Gesichtspunkt einer verhaltenssteuernden Ausrichtung der Unternehmensgeldbuße auch auf die Anteilseigner eines Unternehmens. Im Ergebnis spricht sich der Autor gegen einen Regress aus.
Ein runder Tisch mit scharfen Ecken
Authors: Kiessler Richard , Elbe Frank
Published: August 2020

Die beiden Autoren – der eine damals SPIEGEL-Korrespondent, der andere Diplomat und Mitglied der Bonner Verhandlungsdelegation – schildern die Abläufe, Wider- und Einsprüche und das glückliche Ende auf dem Weg zur deutschen Einheit „so rastlos und atemberaubend, dass man das Leseerlebnis nur ungern unterbricht“, schreibt Ex-Außenminister Sigmar Gabriel in seinem Vorwort zur Neuauflage des Buches. Kiessler und Elbe konnten nicht nur auf enge persönliche Kontakte zu den Schlüsselakteuren des „Zwei-plus-Vier“-Prozesses zurückgreifen, auch interne Informationen waren ihnen deshalb zugänglich.

In der aktualisierten Neuauflage ziehen die Autoren die Bilanz aus drei Jahrzehnten, in denen das vereinte Deutschland seine neue Rolle suchte. Die Einheit hat Deutschland stärker verändert als angenommen. Viele Erwartungen an die neue Mittelmacht in der Mitte Europas und Hoffnungen auf eine dauerhafte und stabile Friedensordnung blieben unerfüllt. Der Krieg kehrte nach Europa zurück, zu einer von Henry Kissinger befürworteten „strategischen Partnerschaft“ zwischen den USA und Russland ist es nicht gekommen, die globale Unordnung prägt die Weltpolitik. Deutschland kämpft mit dem Dilemma, zu groß für Europa und zu klein für die Welt zu sein.
Talking Democracy at the United Nations
Authors: Eisentraut Sophie
Published: August 2020

Legitimate rule beyond the state, it appears, can no longer be discussed without reference to the notion of democracy. This is particularly evident in the reform debates countries engage in at the United Nations. Based on a novel data set, which covers a decade of democratic discourse by 159 states about two major UN bodies, the Security Council and the General Assembly, this book contributes to a better understanding of the democratic narrative, the patterns it takes, and the drivers behind it. Its insights contribute to research on the social legitimacy of international organisations, the contested meaning of norms, and global democracy. At a time when ideological competition is picking up steam, this book attests to the power of the democratic idea.
Digitaler Nachlass
Authors: Pockrandt Carolin
Published: August 2020

Die Vererbbarkeit von Daten hat in jüngster Zeit große Aufmerksamkeit gewonnen. Am Beispiel von Facebook-Konten entwickelt die Dissertation ein allgemeingültiges Konzept zum Umgang mit den Daten nach dem Tod. Es wird dargelegt, dass Daten zwar grundsätzlich auf die Erben übergehen. Die Höchstpersönlichkeit der Portal-Informationen und im Besonderen die Rechte der Kommunikationspartner erfordern jedoch eine weitergehende Prüfung. Daher verknüpft die Arbeit erbrechtliche Fragen mit solchen des Datenschutz-, des Urheber-, des Telekommunikations- und des allgemeinen Vertragsrechts. Es wird dargelegt, dass Daten im Ergebnis nicht selbst übergehen, sondern vom Übergang des Speichermediums oder des schuldrechtlichen Vertrages abhängen.
Body and Ki in GiCheon
Authors: Ten (Jeon Yeon Hwa) Victoria
Published: August 2020

Industrial growth and the development of the new middle class in South Korea of the 1980s went together with increased consumption and leisure culture, causing growing concerns with health and personal self-cultivation. Accordingly, sŏngin undong (sports for adults), mountain hiking and ki suryŏn were on the rise.

People of older generations have lived through Korea’s dramatic transformation from a mostly rural society to an industrial one. Their yearning for the past, in which the “past” is idealized and imagined anew, is directly connected to old Korean mountain culture of immortality, a touchstone of cultural authenticity.

Together with an image of rural “old Korea” in the minds of contemporary people, it becomes a source of inspiration in re-inventing tradition in the spirit of nationalism. This tendency is expressed in new religious and spiritual movements that matured toward the 1980s. Ki suryŏn is an important part of these spiritual-social phenomena. The author Victoria Ten (Jeon Yeon Hwa) is a teacher of GiCheon, one ki suryŏn disciplines, which she researches at academia, combining this with a profession of a lawyer.
Isolation and Identification of Resistant Microorganisms from Automotive Paint Sludge
Authors: Honarjooy Barkusaraey Fatemeh , Mafigholami Roya , Faezi Ghasemi Mohammad , Khayati Gholam
Published: August 2020

Background: Paint coating systems are widely implemented on different surfaces for both aspects of decoration and protection against corrosion. Due to the presence of organic compounds, the growth of microorganisms is more likely to take place in paints, such as automotive paint. In the process of automotive painting, 20% - 60% of the paint does not expose to the automotive body, which is washed using water and would lead to the painting sludge formation. Paint sludge is considered one of the hazardous wastes from the automotive industry, which is finally landfilled or incinerated. Objectives: Despite the presence of inhibiting compounds in paint sludge, such as heavy metals and biocides, the objective of this study was to isolate and identify microorganisms in the sludge culture. Methods: The microorganisms were isolated using serial dilutions, direct cultivation, and enrichment methods in basic salt cultivation media. Then, their biochemical and molecular specifications were investigated. Results: The number of microorganisms counted in paint sludge was approximately around 1 × 104 CFU/mL, and six isolated colonies were finally obtained. Conclusions: The main isolated microbial consortium from paint sludge included Pseudomonas aeruginosa, Staphylococcus haemolyticus, Micrococcus yunnanensis, Rothia amarae, Gordonia terrae, and Brevibacillus agri. Nearly 83% of the isolated strains were Gram-positive.
Dispersion Model Evaluation of SO2 Emission From Stack in Oil Refinery Plant Using AERMOD 8.9.0
Authors: Jamshidi Angas Mohsen , Jozi Seyed Ali , Hejazi Rokhshad , Rezaian Sahar
Published: August 2020

Background: In the operation of oil refineries, one of the main pollutants in stack emission is SO2. Dispersion modeling is a necessary tool for simulation of air pollutant concentration, which is the main part of urban air quality management. Objectives: The ability of air quality models is well established where sufficient input data are available. The present study is performed to assess the SO2 emission from the Tehran oil refinery. Methods: The release pattern of SO2 was simulated by the AERMOD model in the desired zone, with an area of 25 × 25 km2. Modeling was run in the 1, 3, 8, and 24 average times for two warm and cold seasons. Predicted and observed pollutant concentrations were compared for validation of the results by the EPA statistical index. Four receptors were selected to compare the predicted and observed values. Results: Correlation coefficient values for SO2 were 0.92 and 0.95 for the warm and cold seasons, respectively. The maximum concentration of SO2 was on the local scale of 25 × 25 km2. Conclusions: The results showed that modeling is appropriate for conducting point sources in the oil refinery. 1 and 24 h averaging time from the model for SO2 concentrations were lower than standard levels; therefore, in the study area, the AERMOD model performance for prediction of SO2 concentrations was acceptable. Although most of the measurements were lower than standard values, due to the possibility of air pollution transmission to the urban area, their control should be considered.
The Relative Effectiveness of Four Strategies for Teaching Mathematical Concepts
Authors: Rector Robert E. , Henderson Kenneth B.
Published: August 2020

The relative efficacy of four instructional strategies for promoting higher levels of awareness of mathematical concepts was investigated with 182 students in freshman mathematics at Indiana State University. The four strategies were identified on the basis of the kinds and sequences of the two major categories of moves employed, i.e., characterization moves and exemplification moves. Four programmed booklets were prepared, each designed to teach selected concepts using one of the four strategies. A test was constructed to measure the attainment of the concepts at each of three levels of understanding; (I) knowledge and comprehension; (II) application; and (III) analysis, synthesis, and evaluation. The characterization strategy was found to be most effective for promoting the awareness of concepts at Level I. No other significant differences were found.
The Comprehensive Mathematics Inventory: an Experimental Instrument for Assessing the Mathematical Competencies of Childern Entering School
Authors: Revs Robert E. , Rea Robert E.
Published: August 2020

This paper describes the development of an instrument to assess the mathematical competencies of children entering school. The resulting instrument (200 items, to be administered in 2 parts) contains 7 subscales: (1) geometry, (2) measurement, (3) money, (4) numbers, (5) pattern identification, (6) recall, and (7) vocabulary. Exemplary items for each of the subtests are presented. Preliminary analyses of data collected on 727 entering kindergarteners provided reliability estimates for classes from .91 to .94 on Part I and from .83 to .87 for Part II. The results of the intercorrelations among the subtests together with a factor analysis suggest the subtests are heavily loaded with a common factor which might be labeled numerosity.
Parts of a Systems Approach to the Development of a Unit in Probability and Statistics for the Elementary School
Authors: Shepler Jack Lee
Published: August 2020

This study was designed to (1) test the feasibility of teaching topics in probability and statistics to a class of sixth-grade students and (2) construct a set of instructional materials and procedures in probability and statistics for sixth-grade students. From a content outline and task analysis, the behavioral objectives for the unit of instruction and the order in which objectives would be taught were decided upon. An instructional analysis of the unit was then undertaken. Using results from a pilot, a set of lessons were developed and used in teaching a class of 25 sixth-grade students. By employing the results from a pre- and post-criterion-referenced test, the feasibility of teaching the unit was demonstrated.
Linear Measurement in the Primary Grades: A Comparison of Piaget's Description of the Child's Spontaneous Conceptual Development and the SMSG Sequence of Instruction
Authors: Huntington Jefferson R.
Published: August 2020

The paper presents a discussion of the problem of relating research on the intellectual development of children to curriculum construction in mathematics. The work of Piaget in investigating concepts stressed in school learning is seen as relevant to this problem, and particularly his outline of the development of the concept and use of measurement. SMSG materials on linear measurement are outlined for grades 1 to 3, and Piaget's stages of spontaneous development of measurement are also outlined for the corresponding age levels. A comparison of Piaget's descriptions of development and the SMSG sequence of instruction is made; discrepancies are indicated, and note is made of the educational implications.
On Scrambling Instructional Stimuli
Authors: King Bruce W.
Published: August 2020

Programed learning has always been regarded as a sequential activity. Some early studies suggested that students achieve as well with arbitrarily sequenced programs as with logically sequenced programs. More recent studies, avoiding the design and methodological weaknesses of earlier investigations, verified that programs may be scrambled within task levels of a hierarchical learning structure without seriously impeding the learner. It may also be true, if less obvious, that rigorous sequencing of classroom instructional stimuli offers no advantage to the learner.
Scores on Piagetian Area Tasks as Predictors of Achievement in Mathematics over a Four-Year Period
Authors: Taloumis Thalia
Published: August 2020

The Piagetian area scores of 168 middle-class children assessed in 1971 in first, second, and third grades were used to predict mathematics achievement for each of four succeeding years. Correlation procedures indicated that, with high frequency for each of four succeeding years, conservation and measurement scores predicted teacher marks and Stanford Achievement Test scores for children initially assessed in second grade and Otis-Lennon test scores predicted for children initially assessed in all three grades. Multiple regression with hierarchical inclusion procedures was used with four predictors (two IQ tests and, then, two Piagetian area task scores) for teacher marks and Stanford scores. For children initially assessed in second grade, the incremental contribution of the two Piagetian area scores for predicting mathematics achievement–once the IQ incremental contribution is known–was significant for subtests Stanford concepts and Stanford applications.
Error Analysis in Mathematics Education
Authors: Radatz Hendrik
Published: August 2020

A review of the literature on error analysis in mathematics education and an extensive investigation of errors made by German schoolchildren suggests a classification of errors and their causes in terms of information-processing mechanisms. Pupils' errors may be caused by semantic differences between mathematical language and natural language, by individual differences in spatial abilities, by deficiencies in the mastery of prerequisites, by incorrect associations or failure of cognitive control, and by the application of irrelevant strategies or rules. Implications for research and practice are suggested.
Student Placement—a Comparison of Traditional and Computerized Branching Test Administrations
Authors: Brooks Sarah , Hartz Mary
Published: August 2020

The decision about a student's first courses in college is a critical one. Chauncey and Dobbins (1963) stated that it is wasteful of time, and often destructive of interest, to assign a student to courses that simply repeat courses already passed in high school. On the other hand, it is aimost always academically fatal to assign a student to a course that is far beyond his present level of achievement. Proper placement of entering students is increasing in importance because of the increasing diversity in the previous educational experience of students—a diversity that cannot be untangled by study of the high school transcript. Werdelin (1958) noted that high school marks are far from perfect measures, subjective and rather unreliable. Different teachers use different ranges and different scales—one teacher may be much more demanding than another. Standardized tests do not solve the problem either since they provide limited kinds of information and usually not enough specific details. In short, there is a need for broad range placement tests that are short, flexible, easily administered, and interpretable. In this paper, student placement in an initial mathematics course is investigated using either a programmed test administered by a computer or a traditional test administered in the conventional manner.
A Forum for Researchers: A Brief Look at NSF's Research in Science Education Program
Authors: Cooney Thomas J.
Published: August 2020

The purpose of this article is to provide information on the funding patterns and award procedures of the Research in Science Education (RISE) program within the National Science Foundation (NSF). In doing so, a brief look at the structure of NSF and of the Science Education (SE) Directorate in particular will be given along with their respective budgets.
Emphasis on Thinking Strategies in Basic Fact Instruction—a Response
Authors: Thornton Carol A.
Published: August 2020

There appears to be some confusion as to the amount of detail one could reasonably expect to find in a Journal article. Limitations of length must preclude the extended descriptions of treatments suggested by Cifarelli and Wheatley. The materials for the study were cited and their use explained. Perhaps the best solution to this problem is to simply get in contact with a researcher before attempting replication to clear up any problems rather than to exlusively use a 12-page journal article as the source of information. This has, in fact, occurred in the current replication of the study with Learning Disabled (LD) students by the Arithmetic Task Force of the Research Institute for the Study of Learning Disabilities, Teachers College, Columbia University.
Prediction of Developmental Stages in the Representation of Regular Space Figures
Authors: Mitchelmore Michael C.
Published: August 2020

A developmental sequence of stages in the representation of regular space figures, first obtained in Jamaica, was cross-validated on a U. S. sample. The study also set out to test the generality of the sequence by predicting stages for a new figure. Sixty-four subjects from Grades 3, 5, 7, and 9 made drawings of models of a cuboid, cylinder, pyramid, cube, and triangular prism. It was found that the original scoring system was applicable in the new sample, that stages for the new figure had been accurately predicted, and that the testing procedure gave a highly reliable assessment of representational ability. Discussion centers on the relation between representational ability and perceptual development and on the variation in the difficulty of drawing different figures.
Interactions of Field Independence and General Reasoning with Inductive Instruction in Mathematics
Authors: McLeod Douglas B. , Briggs John T.
Published: August 2020

The interaction of two aptitude variables, field independence and general reasoning, with treatments that differed in sequence of instruction was investigated using either an inductive or deductive approach to the learning of properties of equivalence relations. The 66 students came from an advanced class in mathematics for elementary school teachers. Students were randomly assigned to treatment groups where they worked independently on a packet of programmed materials. Students were then given an achievement test, followed two days later by a transfer test. Four weeks later, the same tests were readministered as measures of retention. There was a significant interaction (p<.05) with field independence on the transfer test and with general reasoning on both the immediate achievement test and the transfer retention test. All significant interactions were in the direction predicted by the theory.
Basic Skills in Mathematics: A Survey
Authors: Denmark Tom , Kepner Henry S.
Published: August 2020

Historians will undoubtedly refer to the period of American education that began in the 1970s as the back-to-basics era. This movement is unique in that its impetus was primarily based on the concerns of the lay public, which were effectively expressed by lawmakers and school board members. Professional educators responded to this thrust of public opinion by attempting to identify the essential basic skills that should be taught in Grades I through 12.
Brief Reports: The Mathematics Attitude Inventory: Instrument and User's Manual
Authors: Sandman Richard S.
Published: August 2020

The study of attitudes toward mathematics remains a very popular undertaking. There are continued efforts to clarify the role these attitudes play in mathematics learning and to determine their effect on the number and kind of mathematics courses taken by students. Recently much interest has been shown in the way in which these attitudes relate to the status of females with respect to mathematics. Clearly, in order for such studies to produce meaningful results, they must employ adequate measures of attitudes toward mathematics.
Aptitude-Treatment Interaction in Mathematics Instruction Using Expository and Discovery Methods
Authors: McLeod Douglas B. , Adams Verna M.
Published: August 2020

Students in three mathematics classes were assessed on two aptitudes, field independence and general reasoning, and randomly assigned to either an expository or a discovery treatment. The expository treatment used a deductive sequence of instruction and provided maximal guidance for the students. The discovery group used an inductive sequence with minimal guidance and provided calculators to help students discover concepts and rules independently. The topic of instruction involved errors in measurement and calculations with approximate data. There was a significant interaction with general reasoning on the retention test, as predicted. There were no interactions with field independence.
Brief Reports: Preteaching versus Concurrent Teaching of the Component Skills of a Multiplication Algorithm
Authors: Carnine Douglas
Published: August 2020

Teaching the component skills that comprise a more complex skill increases the probability that the complex skill will be learned (Gagné, Mayor, Garstens, & Paradise, 1962; Gollin, Moody, & Schadler, 1974; Mayer, Stiehl, & Greeno, 1975) or that transfer will occur (Carnine, 1977; Houser & Trueblood, 1975; Jeffrey & Samuels, 1967).
Brief Reports: Using Games to Maintain Multiplication Basic Facts
Authors: Bright George W. , Harvey John G. , Wheeler Margariete Montague
Published: August 2020

Bright, Harvey, and Wheeler (1979) examined whether a game treatment was an effective way to retrain skills with multiplication basic facts for children who had previously had an opportunity to master those facts. They concluded the game treatment was effective. The present study examined whether the effects of games on mathematics skills are stable over time. Two research questions were developed.
Recall of Mathematical Problem Information: Solving Related Problems
Authors: Silver Edward A.
Published: August 2020

This study examined Krutetskii's claim that high-ability students tend to recall information about the structure of mathematical problems they have solved, whereas low-ability students tend to recall, if anything, information about the problem's context. In general, the results supported Krutetskii's claim. The use of recalled information in the solution of related problems was also examined. A significant transfer effect was found, with respect to both performance and method of solution, from the solution and discussion of one problem to the solution of a structurally related problem.
Piaget's Concept of Number Development: Its Relevance to Mathematics Learning
Authors: Lemoyne Gisèle , Favreau Mireille
Published: August 2020

By the end of Grade 1, many children cannot solve problems such as addition and subtraction with a term missing. In order to explain these failures, the children's information-processing methods were analyzed. Children who had successfully completed Grade 1 (admitted into Grade 2) were separated into preoperational and operational groups. The main strategies of operational children were based on knowledge of addition and subtraction tables and of the properties of the sequence of natural numbers. Half the preoperational children used similar strategies, whereas the other children could not devise effective ones. An analysis of the strategies showed that operational children, who were at Stage 3 in logic tests, constructed numerical strategies, thus displaying an excellent comprehension of the ordinal and cardinal character of numbers, the additive composition of numbers, and the reversibility of operations. The numerical strategies devised by almost half the preoperational children also indicated this degree of comprehension. Last, in their use of some numerical strategies, the preoperational children resorted to external memory more frequently than did the operational group.
The Calculator for Concept Formation: A Clinical Status Study
Authors: Behr Merlyn J. , Montague Wheeler Margariete
Published: August 2020

Kindergarten and first-grade children (N=30) used successive punches of a handheld calculator as a means for counting. Each child was presented 16 tasks in two individually videotaped interviews. Data concerning three questions were obtained: (a) Can children maintain a one-to-one correspondence between successive punches of a handheld calculator count and (i) an oral count, (ii) a manipulation of a set of objects, and (iii) a second calculator count?, (b) How do children account for an experimenter induced discrepancy in each of these correspondences?, and (c) With a calculator can children model counting strategies known to be used to process basic addition and subtraction facts? Data suggest an affirmative answer to each question. The authors conclude that it may be possible to facilitate a child's acquisition of addition and subtraction concepts by using the calculator to augment counting behaviors.
Brief Reports: Mathematical Preparation Versus Career Aspirations: Sex-Related Differences Among College-Bound Wyoming High School Seniors
Authors: Olson Melfried , Kansky Bob
Published: August 2020

Students from a broad range of fields of study at the University of Wyoming have commented that the mathematics courses required for completion of their college programs were posing serious obstacles. When questioned, the students report that they terminated their study of precollege mathematics as early as possible on the assumption(s) that no mathematics was required for the fields they wished to enter and/or that college mathematics courses were available wherein they could correct any mathematical shortcomings. For many students, both assumptions proved erroneous.
Basic Fact Thinking Strategies for Multiplication— Revisited
Authors: Cook Cathy J. , Dossey John A.
Published: August 2020

The study replicated, with modification, Thornton's (1978) study on the role of thinking strategies in the learning of the multiplication facts. The study was carried out at the third-grade level, comparing Thornton and Noxon's Look into the Facts strategies with the factor size approach used in the students' basal text. The amount of drill and practice was equated across the groups. Growth scores from a series of tests during the instructional phase and a retention test were analyzed. The results indicate that the thinking strategies approach produced the greater overall learning growth for multiplication facts. The results also indicate that the thinking strategies approach produced the most rapid gains in multiplication fact knowledge during the instructional period. Other analyses were made on the relationships between the two instructional approaches, aptitude levels, and fact difficulty levels.
Editor's Comment
Authors: Wilson James W.
Published: August 2020

Just when my responsibilities as JRME editor might be completed has been uncertain. My last meeting with the Editorial Board was in the fall of 1981. The “appointment” as editor ended with the 1982 NCTM Annual Meeting. Operation of the editorial reviewing process was assumed by the new editor in April. In some sense, however, the final tangible evidence of my work on the journal is this issue—Volume 13, No. 5.
Drawn versus Verbal Formats for Mathematical Story Problems
Authors: Threadgill-Sowder Judith , Sowder Larry
Published: August 2020

Performance was contrasted on mathematical story problems in two formats, a drawn version and the usual verbal one, with 262 fifth graders. The drawn format resulted in superior problem-solving performance. There was a significant ATI between field independence-dependence and format treatments, although the overall treatment effects were not different.
Some Issues in the Psychology of Mathematics Instruction
Authors: Gagné Robert M.
Published: August 2020

Given a large proportion of students failing to learn basic skills in mathematics, the problem of improving mathematics learning may be illuminated by an examination of contemporary learning research and theory. Three major phases can be seen in the performance of a mathematical task: translating from a verbal problem statement to a mathematical expression, carrying out an operation on the expression, and validating the solution. Less attention in instruction and research should be given to the classification of tasks as abstract or concrete, and more attention to the deliberate teaching of correct rules and the advantages of making computational operations automatic. Each performance phase has its implications for instruction, and all could be more fully addressed by research.
The Transition from Counting-All to Counting-on in Addition
Authors: Secada Walter G. , Fuson Karen C. , Hall James W.
Published: August 2020

An analysis of the transition from counting-all to counting-on identified three subskills: (a) counting-up from an arbitrary point, (b) shifting from the cardinal to the counting meaning of the first addend, and (c) beginning the count of the second addend with the next counting word. First-grade children were given tests to classify them as counting-all versus counting-on followed by tests of the subskills. Adequate subskill performance was strongly related to counting-on: All 28 count-on children demonstrated all three subskills or incorporated Subskill 2 into Subskill 3, whereas 36 of 45 count-all children failed to demonstrate one or more subskills. A posttest indicated that the subskills assessment alone had induced counting-on for 7 of the 9 count-all children who demonstrated all subskills. A random half of the children who initially lacked Subskills 2 and 3 were taught them in a single session and retested. Seven of the 8 instructed children counted-on, compared to 1 of 8 not instructed. The conceptual bases for the subskills are discussed.
A Forum for Researchers: Coloring the Equation: Minorities and Mathematics
Authors: Matthews Westina
Published: August 2020

It has been well established that beginning with secondary school, certain minority groups (e.g., blacks, Hispanics, and Native Americans) are neither enrolling in mathematics classes as frequently as their white counterparts nor scoring as high on mathematics achievement tests (Anick, Carpenter, & Smith, 1981). Researchers have sought to explain these discrepancies. Reasons such as discrimination and sociocultural factors have been suggested. These explanations are plausible and may be accurate, but there is little hard evidence available to support them.
Editorial
Authors: Kilpatrick Jeremy
Published: August 2020

For your new editor, who had observed the editorial process at a distance for several years, probably the most pleasant surprise on taking over the position was to discover the generally high quality of the reviews we receive. The reviewers of a manuscript seldom agree co mpletely on its quality or on whether it is publishable, and the comments they provide the author usually emphasize different features of the manuscript, sometimes offering conflicting advice. But almost all reviewers show, by their comments, questions, and editorial marks, that they have given the manuscript a careful reading and that they have reflected on what they have read. Even when a manuscript appears to have little potential, most reviewers take time to offer constructive suggestions the author might use in a later study or publication. The reviewing process can be educational for autho r and reviewer alike, and most of our reviewers take it seriously. The only compensation they receive for what may have been several days' effort is the citation of their names in a list at the end of a volume, but they can also take satisfaction in having contributed to the growth of our field.
Review: Looking at the Pluses and Minuses
Authors: Payne Joseph N. , Briars Diane J.
Published: August 2020

The book is a collection of articles, mainly research studies, edited after presentation and discussion at a seminar in Wisconsin in 1979. In an introductory chapter, Romberg states the aim: “To formulate precise models that describe children's addition and subtraction skills and how these skills change over time” (p. 4). He points to a growing consensus on the acute problems to be studied and the appropriate methodology for studying them.
Partitioning: The Emergence of Rational Number Ideas in Young Children
Authors: Pothier Yvonne , Sawada Daiyo
Published: August 2020

The study sought to trace the emergence and differentiation of partitioning as a process that leads young children to construct ideas of rational numbers. The method involved clinical sessions with children as they manipulated materials while solving tasks designed to reveal partitioning processes. The data analysis led to a theory concerning the emergence of partitioning capability, and conceptual structures that undergird the capability were identified. A five-level theory of the development of the partitioning process is presented.
The Effects of Test Language and Mathematical Skills Assessed on the Scores of Bilingual Hispanic Students
Authors: Llabre Maria M. , Cuevas Gilberto
Published: August 2020

A sample of 408 bilingual Hispanic students in Grades 4 and 5 took the same mathematics achievement test in Spanish and in English, with the order counterbalanced within the sample. The students performed better when tested in English than in Spanish and when tested on concepts than on applications. The higher the level of English reading comprehension, the better the total test performance and the smaller the difference between concepts and applications scores.
Cognitive Style, Operativity, and Mathematics Achievement
Authors: Roberge James J. , Flexer Barbara K.
Published: August 2020

Previous investigations of the effects of field dependence-independence or the level of operational development on the mathematics achievement of children in the lower elementary school grades have involved the administration of concrete operational tasks (e.g., classification, conservation, and seriation). The present study was designed to examine the influence of these factors on the mathematics achievement of sixth, seventh, and eighth graders by using formal operational tasks (i.e., combinations, propositional logic, and proportionality). Results were analyzed using total mathematics achievement test scores as well as scores on subtests of computation, concepts, and problem solving. Field-independent students scored significantly higher than field-dependent students on the total mathematics, concepts, and problem-solving tests. High-operational students scored significantly higher than their low-operational peers on all tests. Educational implications of the findings are discussed.
Editorial
Authors: Kilpatrick Jeremy , Reyes Laurie Hart
Published: August 2020

The National Council of Teachers of Mathematics has been instrumental in making mathematics educators more aware of the special problems faced by members of minority groups in learning mathematics. The Council has a long history of involving members of minority groups in its activities, but its sponsorship of the Core Conference on Equity in Mathematics, held at Reston, Virginia, in February 1981, began a new phase of concern and positive action.
Underachievement and Underrepresentation of Hispanics in Mathematics and Mathematics-Related Careers
Authors: Valverde Leonard A.
Published: August 2020

A literature review shows a threefold problem consisting of disproportionally low participation in mathematics education, underachievement in mathematics, and under-representation in mathematics-related careers by Hispanics. Contrary to the belief that the poor showing by Hispanics in mathematics may be due to a lack of ability or motivation, previous research attributes it to policies, practices, and attitudes of school personnel that are incongruent with the values, learning styles, and curriculum needs of Hispanics. Research recommendations focus on: (a) the Hispanic child's cognitive and affective styles, (b) methods of reaching mathematics ro Hispanics, and (c) scope, sequence, and format of curriculum. The implementation of experimental projects is also recommended.
Mathematics Learning in English as a Second Language
Authors: Cuevas Gilberto J.
Published: August 2020

When the language of instruction is English, the learning of mathematics by students for whom English is a second language raises some important issues. The complex process of learning a second language becomes especially difficult when the language forms learned first arc those of the classroom. The learning of mathematics requires a variety of linguistic skills that second-language learners may not have mastered. Furthermore. special problems of reliability and validity arise in assessing the mathematics achievement of students from a language minority. A mathematics curriculum is needed that would develop second-language skills, and more research is needed into the relation between second-language learning and mathematics learning.
The Third National Assessment: Minorities and Mathematics
Authors: Matthews Westina , Carpenter Thomas P. , Lindquist Mary Montgomery , Silver Edward A.
Published: August 2020

The Third National Assessment of Educational Progress in Mathematics was conducted in 1982. Data are available on exercises given to national samples of white, black, and Hispanic 9-, 13-, and 17-year-olds. Although black and Hispanic students continued to score below the national level of performance, they made greater gains than their white counterparts since the second assessment in 1978, especially on exercises assessing knowledge and skill. Students in schools with heavy minority enrollments made greater-than-average gains. The more mathematics courses taken by 17-year-olds, black or white, the higher the level of achievement. The assessment results support increased efforts to improve the learning of mathematics by minority students.
Brief Report: The Urban Project: A Model to Help Minority Students Prepare for Mathematics-Based Careers
Authors: Croom Lucille
Published: August 2020

In recognition of the need to prepare students better for careers in science and technology and of the underrepresentation of minorities in such careers, various efforts have been launched around the country to improve minority students' academic preparation for college. Any project designed to help high school students from minority groups prepare for mathematics-related careers should be broadly based. In addition to intensive jnstruction in mathematics and science, it should provide training in various academic skills, information about careers and their requirements, experiences in various working environments, opportunities to meet people who might serve as role models, assistance in making the transition from high school to college, and support in developing positive attitudes and self-confidence.
Children's Difficulties in Subtraction: Some Causes and Questions
Authors: Baroody Arthur J.
Published: August 2020

A model of subtraction development and the computing difficulties and research issues suggested by the model are outlined. It is argued that, in order to mentally compute the differences for written, symbolic problems such as 5 − 3 = □, children first use a counting-down procedure because counting down is consistent with their informal concept of subtraction as “take away” and represents a logical extension of their mental procedure for (N − 1) problems. Counting down requires an ability to count backward while keeping track of the number of backward steps. The demands of the simultaneous processes help to explain the difficulty of subtraction relative to addition, the difficulties some children have with informal subtraction, and why—as larger problems are introduced—children tend to supplement counting down with a counting-up procedure.
More Complexities in Subtraction
Authors: Fuson Karen
Published: August 2020

Four ways in which subtraction is more difficult than addition are discussed: Verbal solutions are not always parallel to object solutions. Two correct methods exist for counting down a certain number of words, and these methods may interfere with each other. Special problems exist with subtraction on the number line. And subtraction is not just take away but has multiple situational interpretations. These points, along with some recent research results, suggest the research question: Should children be taught to solve subtraction statements such as 8 − 5 =? by counting up from 5 to 8?
Editorial
Authors: Kilpatrick Jeremy
Published: August 2020

Among the rewarding features of the annual meeting of the American Educational Research Association is the opportunity it provides for researchers in mathematics education to break away from the pack and see what laborers in other parts of the vineyard are up to. At the meeting in New Orleans in April, one symposium addressed the issue of whether educational research has a waste disposal problem. The panel of distinguished senior researchers seemed to agree that the answer is yes. They balked, however, at a proposal to set up a commission to purge the system, arguing that one researcher's trash is another's treasure and that our current state of barely civilized anarchy is better than giving so much power to our colleagues, even if they are nice people. Maxine Greene made an eloquent plea that researchers come out of their “methodological ghettos” and learn what approaches are being used elsewhere—a piece of advice that might well apply to some folks in mathematics education.
Order and Equivalence of Rational Numbers: A Clinical Teaching Experiment
Authors: Behr Merlyn J. , Wachsmuth Ipke , Post Thomas R. , Lesh Richard
Published: August 2020

Fourth-grade students' understanding of the order and equivalence of rational numbers was investigated in 11 interviews with each of 12 children during an 18-week teaching experiment. Six children were instructed individually and as a group at each of two sites. The instruction relied heavily on the use of manipulative aids. Children's explanations of their responses to interview tasks were used to identify strategies for comparing fraction pairs of three types: same numerators, same denominators, and different numerators and denominators. After extensive instruction, most children were successful but some continued to demonstrate inadequate understanding. Previous knowledge relating to whole numbers sometimes interfered with learning about rational numbers.
Story Problem Formats: Drawn versus Verbal versus Telegraphic
Authors: Moyer John C. , Sowder Larry , Threadgill-Sowder Judith , Moyer Margaret B.
Published: August 2020

Eight story problems in a drawn format, eight matching problems in a verbal format, and eight matching problems in a telegraphic format were administered to 854 students in tests at each grade from 3 to 7. Scoring was based on the choice of correct operations to solve the problem. Readers of high ability, as measured by a reading test, chose correct operations more often than low-ability readers. The drawn format was easier than the other two formats. A significant format-by-reading-ability interaction revealed that the advantage of the drawn format was greater for low readers than for high readers.
Critiques: A Reply to Kaput, Sims-Knight, and Clement
Authors: Wollman Warren
Published: August 2020

I will respond to three kinds of issues raised by the critique of Kaput, Sims-Knight, and Clement (1985): First, narrow issues restricted to my paper; second, broad issues related by the critique to my paper; and third, the polemical nature of the critique. I will argue that the narrow issues arose mostly, if not entirely, out of confusion over what I meant to say-confusion for which I accept some of the responsibility. Next, I will support the authors' positions on the broad issues (the relative value of behavioristic and cognitive modeling approaches) and argue that my paper is quite consistent with, rather than opposed to, their positions. Finally, I will argue for the value of spirited exchanges in scholarly journals, but I'll also suggest that critiques and responses can easily contain unproductive pitfalls, as this critique did, and that ca re must be taken lest one poison the atmosphere. Let me quickly add that this particular exchange has resulted in both a keener understanding of the research issues and the enjoyable prospect of future collaborative efforts.
Reviews Research auf Deutsch
Authors: Radatz Hendrik
Published: August 2020

This book is a collection of five articles represenring research performed at the Institute for the Didactics of Mathematics at Bielefeld, Germany. It is addressed primarily to mathematics educators interested in new areas of research and in theoretical reflections on mathematicas education.
Brief-Report: The Acquisition of Inverse Proportionality: A Training Experiment
Authors: Ferrandez-Reinisch Anne-Marie
Published: August 2020

School children often experience difficulty in mastering the concept of proportionality (Hart, 1981; Inhelder & Piaget, 1970; Noelting, 1980a, 1980b, 1983; Piaget, 1946; Vergnaud, 1980, 1983). Its development results from the quantification of a two-fold qualitative relation (lnhelder & Piaget, 1970; Sinclair, 1968). Vergnaud (1980) and Karplus, Pulos, and Stage (1983a, 1983b) have studied the distinction between two types of relationships (within and between) among variables, and Vergnaud and Ricco (1977) have observed the between comparison to be more “natural.”
The Influence of Training Hispanics in Test Taking on the Psychometric Properties of a Test
Authors: Maspons Maria M. , Llabre Maria M.
Published: August 2020

This study examined the effects of training Hispanic college students in test-taking skills on the internal consistency and predictive validity of a test to predict mathematics achievement. Five hundred and thirty-five students were randomly assigned to two groups. Students in the experimental group were instructed in test-taking skills. Students in the control group received information on the college's educational programs. On the basis of the results of a computation test, the students were placed in either a basic skills or an algebra course. The test had slightly lower internal consistency and higher predictive validity for the experimental group.
Research on Mathematics Education Reported in 1984
Authors: Suydam Marilyn N.
Published: August 2020

This 15th annual listing of mathematics education research to appear in JRME presents references alphabetically by author within three categories (research summaries, articles, and dissertations). Grade or age is indicated for each reference, and an index is included to help readers locate studies of particular interest.
Instruction on Derived Facts Strategies in Addition and Subtraction
Authors: Steinberg Ruth M.
Published: August 2020

The study concentrated on derived facts strategies in which the child uses known number facts to find the solution to unknown number facts. The study documented the children's spontaneous derived facts strategies and the influence of instruction in derived facts on children's solution strategies. The use of derived facts strategies more than doubled during the instruction and accounted for half the answers to addition problems. The increase in derived facts was accompanied by a decrease in counting. Counting on did not appear to be a prerequisite for learning derived facts strategies.