Literaturnachweis - Detailanzeige
Autor/inn/en | Adams, Verna M.; McLeod, Douglas B. |
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Titel | The Interaction of Field Independence with Discovery Learning in Mathematics. |
Quelle | In: Journal of Experimental Education, 48 (1979) 1, S.32-35Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Aptitude Treatment Interaction; Cognitive Style; College Mathematics; Discovery Learning; Education Majors; Higher Education; Manipulative Materials; Mathematics Instruction; Number Systems |
Abstract | The hypothesis was tested that students with a field-independent cognitive style would learn most about numeration systems if they had minimum guidance and maximum opportunity for discovery through the use of manipulative materials. Data were gathered on 46 prospective elementary school teachers. The hypothesis was supported. (Author/MH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |