Kenneth E. Easterday

A study of teachers’ usage of vague terms in the geometry classroom

The purpose of this study was to investigate the relationship between teachers’ usage of vague terms in the mathematics classroom and student achievement. The teacher clarity variable was evaluated through the frequency of vague terms used by teachers in 13 secondary geometry classrooms. Student achievement was measured by the Howell Geometry Test. The sample was 249 students. The results supported the assumption that there is a relationship between teacher clarity and student achievement in the mathematics classroom.

Mathematics Achievement and Inhalant Allergy in Middle School Children

Middle school students with inhalant allergies were paired with nonallergic students on the basis of grade level, school ability, and past mathematics achievement. Matched pairs of students were administered the mathematics subtests of the Iowa Tests of Basic Skills. Data on school absences, students sex, and identity of the students mathematics teacher were recorded. A significant difference was found between the mean scores of allergic and nonallergic eighth-grade students on the Mathematics Concepts subtest of the ITBS. Differences between this group and all other groups were examined, particularly with respect to the relationship between entrance into puberty and inhalant allergy.

An investigation of the effectiveness of the proposal of Richard A. Earle for teaching word problems in mathematics in selected topics and graded level

The purpose of this study was to implement the proposal of Richard A. Earle for teaching reading in mathematics and to evaluate the implementation. Further, the study explored the relationship of the implemented strategy to such variables as race, sex, instructional level, and students’ previous success in mathematics. The subjects were all eighth‐grade students (304), excluding extremely marginal students on an IMS programme, in a rural system. Results based on post‐test and retention models supported the implementation of the proposal. No interaction effects were found regarding sex or race on either model.