## Mathematics Technical Report: Summary Volume |

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Page v - ... learning areas: art, career and occupational development, citizenship, literature, mathematics, music, reading, science, social studies and writing. Different learning areas are assessed every year, and all areas are periodically reassessed in order to measure change in educational achievement. Each assessment is the product of several years' work by a great many educators, scholars and lay persons from all over the country.

Page 2 - These include: (1) high metro — areas in or around cities with a population greater than 200,000 where a high proportion of the residents are in professional or managerial positions...

Page vii - ... contributions to the developmental phases: Emil Berger of the St. Paul Public Schools (Minnesota) for his assistance in finalizing the objectives and efforts in developing and field testing exercises, and Dale Foreman of Westinghouse Learning Corporation and Todd Rogers of the University of British Columbia (former NAEP staff members) for their efforts in developing the individually administered mathematics exercises. The administration of the mathematics assessment was conducted by the Research...

Page 141 - November 1975 03-SS-OO The First Social Studies Assessment: An Overview, June 1974 Music 03-MU-01 The First National Assessment of Musical Performance, February 1974 03-MU-02 A Perspective on the First Music Assessment, April 1974...

Page 3 - ... urban fringe — communities within the metropolitan area of a city with a population greater than 200,000 outside the city limits and not in the high or...

Page 2 - ... (3) those who have at least one parent who graduated from high school and (4) those who have at least one parent who has had some post-high school education.

Page 2 - Post-HS — those who have at least one parent who has had some post high school education. Size and Type of Community Community types are identified both by the size and location of the community and by the type of employment of the majority of people in the community.

Page ix - The resulting behavioral categories were as follows: 1. Recall and/or recognition of definitions, facts, and symbols. 2. Perform mathematical manipulations. 3. Understand mathematical concepts and processes. 4. Solve mathematical problems— social, technical, and academic. 5. Use mathematics and mathematical reasoning to analyze problem situations, define problems, formulate hypotheses, make decisions, and verify results.

Page vii - Special thanks must also go to J. Stanley Ahmann, who directed the NAEP program throughout the period in which this information was gathered and reported. Roy H. Forbes Project Director INTRODUCTION...

Page 141 - Math Fundamentals: Selected Results From the First National Assessment of Mathematics, January 1975 04-MA-02 Consumer Math: Selected Results From the First National Assessment of Mathematics, June 1975...