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ERIC Number: ED001352
Record Type: RIE
Publication Date: 1965-May
Pages: 1
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
THE MADISON PROJECT'S APPROACH TO A THEORY OF INSTRUCTION.
DAVIS, ROBERT B.
A CLINICAL APPROACH TO THE DEVELOPMENT OF A THEORY OF INSTRUCTION WHICH IS CONSISTENT WITH MODERN VIEWS ON LEARNING IS PRESENTED. IN GENERAL, THIS APPROACH INVOLVES PROVIDING FOR THE STUDENTS' INFORMAL, EXPLORATORY EXPERIENCES. THE STUDENT EXPERIENCES IN THIS REPORT RELATE TO MATHEMATICS. IN SELECTING MATHEMATICAL EXPERIENCES TO PRESENT TO CHILDREN AT THE PRECOLLEGE LEVEL, ONE SHOULD CONSULT SEVERAL CRITERIA. THE CHILDREN SHOULD HAVE HAD ENOUGH PREVIOUS EXPERIENCE TO BE READY FOR THE NEW LEARNING TO TAKE PLACE. THE EXPERIENCE ITSELF MUST RELATE DIRECTLY TO FUNDAMENTAL MATHEMATICAL IDEAS AND MUST BE LEARNED IN PROPER CONTEXT. HAVING UNDERLYING PATTERNS WHICH MAKE THE STUDENTS LOOK BEYOND THE IMMEDIATE PROBLEM IS ANOTHER FACTOR IN HELPING PROVIDE CREATIVE THINKING AS WELL AS A MEANINGFUL EXPERIENCE. THE EXPERIENCES SHOULD BE APPROPRIATE TO THE PHYSICAL AGE OF THE CHILD AS WELL AS TO HIS MENTAL LEVEL OF ACHIEVEMENT. FINALLY, THE INFORMAL, EXPLORATORY EXPERIENCES MUST ADD UP TO SOMETHING WORTHWHILE WHICH CONTRIBUTES TO THE GROWTH TOWARD MATHEMATICAL MATURITY. OTHER ASPECTS OF A THEORY OF INSTRUCTION DISCUSSED INCLUDE--THE ROLE OF THE TEACHER, THE STRUCTURING OF "EXPERIENCE" LESSONS, THE PROCEDURES FOR HELPING STUDENTS DISCOVER RIGHT AND WRONG ANSWERS THEMSELVES, AND SOME GENERAL OBJECTIVES OF THE MADISON PROJECT THEORY.
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Webster Coll., St. Louis, MO.
Identifiers: MISSOURI; Missouri (Saint Louis)