Differential Treatments in Learning Disjunctive Concepts in Mathematics.

Autor/in	Malo, George Edward
Titel	Differential Treatments in Learning Disjunctive Concepts in Mathematics.
Quelle	(1974), (141 Seiten)Verfügbarkeit Ph.D. Dissertation, University of Illinois at Urbana-Champaign...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Comparative Analysis; Concept Formation; Concept Teaching; Doctoral Dissertations; Educational Testing; Higher Education; Instruction; Learning; Logic; Mathematical Concepts; Mathematics Education; Programed Instruction; Research; Teaching Methods; Test Results + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching process; Unterrichtsprozess; Lernen; Logik; Mathematische Bildung; Forschung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study was designed to test the effectiveness of providing students with instruction on how to use the information contained in examples and non-examples of disjunctive concepts, and of five different instructional sequences of examples and non-examples. Students (192) enrolled in a mathematics course for prospective elementary teachers served as subjects. Subjects (90) in the experimental group received programed instruction on the use of examples and nonexamples in the learning of disjunctive concepts; controls received no comparable instruction. Experimental and control groups both consisted of five subgroups, one for each of five exemplification strategies used in teaching twelve disjunctive mathematical concepts. All teaching was by programed instruction. A 72-item test of concept attainment was constructed and used as the criterion measure. For each concept taught this instrument contained two items at each of three cognitive levels: (1) terminology, translation, recognition; (2) classification and selection of examples and non-examples; (3) analysis; synthesis, evaluation. Results indicated no difference between experimental and control groups, suggesting that subjects already knew how to use exemplary information. Overall there was no difference attributable to exemplification sequence; on level (2) items, however, a difference favoring the all examples sequence was found. (SD)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01