By the time that a young student is prepared to enter seventh or eighth grade, he or she has likely accumulated quite an extensive supply of mathematical concepts throughout his or her studies. It is right for potential middle schools to expect him or her to have worked through a variety of topics in arithmetic, algebra, geometry, data analysis, and problem solving. The ISEE mathematics achievement section tests just such skills, providing potential admissions boards with an important metric for assessing the young student’s abilities in these pivotal topics.
Among the ISEE examination subjects, the mathematics achievement section can be thought of as a “raw content” test, for it focuses on a specific set of topics for which mastery is expected. Although the section does test the general skills of the young student, presenting him or her with various multi-step problems, the intricacies of mathematical logic are left for the quantitative reasoning section of the examination. Instead, the mathematical achievement section provides a battery of questions that help to assess the accumulated skill set of the test-taker.
The examination does contain some basic arithmetic questions, focusing in part on students’ operational capabilities and in part on more advanced skills, such as comparing numeric values and applying percentage calculations to scenarios presented in the course of the questioning.
Perhaps the most important of the classes of questions is the set of algebraic reasoning inquiries that are scattered throughout the mathematics achievement section’s questions. These questions test the skills that the young student has most likely been accumulating most recently in his or her studies—skills that will be of increasing and central importance as he or she advances in further years of academic work. Algebra is something of the language of mathematics for much of high school. It requires the budding young intellect to develop skills of abstraction that are quite distinct (though not unrelated) to the skills applied in arithmetical reasoning. Such questions will, of course, test the student’s ability to manipulate basic equations and functions using algebraic operations. Beyond this, it will also be expected that the student can detect patterns in numbers and abstract operations, working out solutions to problems that are not as concrete as many of the arithmetical questions asked in this section. This kind of abstract reasoning is also tested in questions that require the student to interpret tables and charts of data, applying a variety of statistical, algebraic, and arithmetic skills to the data provided in said charts.
It is difficult for an admissions board to evaluate the general skills acquired by a student, given the variety in curricula used by various schools. The ISEE Middle Level mathematics achievement section can help to provide an insightful guide to your young student’s mathematical ability. It is therefore an important element in the overall application presented to your potential school.