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The relative importance of a group of cognitive variables in explaining the algebra achievement of high-ability eighth graders was investigated. Stepwise multiple regression analyses identified algebra prognosis test scores and performance in seventh-grade mathematics as the most influential predictors of algebra grades, whereas mathematics problem solving, the prognosis test, and IQ were shown to best predict achievement on a standardized algebra test. A discriminant analysis demonstrated the importance of the prognosis test in discriminating between students who successfully completed first-year algebra and those who dropped out of or failed the course. Although the study showed no sex difference in algebra achievement test scores, girls in the sample attained higher percentage grades for the course.
An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college.
The National Council of Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students. With nearly 90,000 members and 250 Affiliates, NCTM is the world's largest organization dedicated to improving mathematics education in grades prekindergarten through grade 12. The Council's "Principles and Standards for School Mathematics" are guidelines for excellence in mathematics education and issue a call for all students to engage in more challenging mathematics. NCTM is dedicated to ongoing dialogue and constructive discussion with all stakeholders about what is best for our nation's students.
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Journal for Research in Mathematics Education
© 1984 National Council of Teachers of Mathematics