Relating Field Independence and a Discovery Approach to Learning Mathematics: A Trait-treatment Interaction Study.

Autor/inn/en	McLeod, Douglas B.; Adams, Verna M.
Titel	Relating Field Independence and a Discovery Approach to Learning Mathematics: A Trait-treatment Interaction Study.
Quelle	(1977), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Measurement; Cognitive Style; Discovery Learning; Educational Research; Elementary School Teachers; Higher Education; Instruction; Manipulative Materials; Mathematics Education; Number Systems; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Entdeckendes Lernen; Bildungsforschung; Pädagogische Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching process; Unterrichtsprozess; Hilfsmittel; Mathematische Bildung; Number system; Zahlensystem; Lehramtsstudiengang; Lehrerausbildung
Abstract	Preservice elementary teachers enrolled in a mathematics course were randomly assigned to one of two treatment groups for instruction on computation in bases other than 10. Group 1 (Min-M) involved minimal guidance and a concrete level of abstraction, while group 2 (Max-S) had a large amount of guidance and dealt with concepts at a symbolic level. Subjects in both groups were given pretests, posttests, and a measure of field independence (hidden figures). Results were analyzed using multiple regression techniques and supported the hypothesis that field-independent students would learn more in the Min-M group, while field-dependent students would learn more if assigned to the Max-S treatment. (SD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC