Success of high school students in solving physics questions of student selection examination (ÖSS) that has to be taken by high school students before entering the Turkish universities have been investigated with regard to these questions to be solved by students and suitability to high school physics curriculum and factors affecting students success. In this purpose a questionnaire has been distributed to undergraduate students of Necatibey Faculty of Education and Faculty of Science and Literature of Balıkesir University in Turkey, especially to volunteer students (a total of 194 students) from Biology, Mathematics, Computer, Science Teacher Education programs and Physics departments. In addition to this, more than 30 high school physics teachers and university professors have been interviewed one to one to ask their opinion about this subject in order to investigate the results. Students and teachers criticized new ÖSS examination system and made some recommendations.
 

The island of Cyprus embodies two distinct communities having their own systems of education. On the road to EU certain parallelisms need to be set as it is the goal of this study on math’s education.  This paper will concentrate on K1-K12 math’s education.  The topics to be dealt with will cover math’s curriculum at all levels; weekly distribution of math classes, as well as their proportion to the other courses offered.  Students are expected to be more creative in class rather than resorting to rote learning even in math education.  The study will also try to shed light on class size.  Finally the math teachers and their educational background will be looked into so as to check into their prior math knowledge.  The main goal is to bring about the similarities and differences and to come up with the standards of EU as well.
 

This study investigated the effect of Further Mathematics on students’ achievement in mathematics, biology, chemistry and physics in Ogun State, Nigeria Two Local Government Areas (LGAs) were judgmentally selected from the state. Ten secondary schools were also purposively selected from the two LGAs (Five schools from each LGA). At least twenty students (Ten Further Mathematics and Ten non-further mathematics) participated in the study in each school. Two hundred students were used for the study. The design is experimental. The further mathematics group was the experimental group with further mathematics as treatment while the control group was the non-further mathematics group. All the students selected were offering mathematics, biology, chemistry and physics. A 100-item Achievement test was administered to the students. No further mathematics test was given. Exposure to further mathematics teaching for at least two years served as treatment. There was no significant difference between further mathematics and non-further mathematics groups in achievement in each subject. However, further mathematics students had significantly better overall achievement (t = 2.012, p<0.05). All science students should be encouraged to offer further mathematics.
 

This study focuses on some Iranian high school mathematics teachers’ beliefs about the nature of mathematics, its teaching and learning within two theoretical frameworks, Absolutist Traditional Beliefs and Constructivist Non-Traditional Beliefs. Almost 100 of high school mathematics teachers in district 1 of education department of Tehran filled the questionnaires which were about their traditional and non- traditional beliefs. The results showed the teachers have stronger agreement with traditional beliefs than with non-traditional beliefs about the nature of mathematics, students’ learning and mathematics curriculum. Some conflicting and mixed views were also observed in teachers which can mean the incomplete process of new reform movements among the mathematics teachers.  On the other hand, relation between different variables shows that teachers’ beliefs about the nature of mathematics, mathematics curriculum, students, students’ learning and their own teaching, may affect one another.