ERIC Number: ED025446
Record Type: RIE
Publication Date: 1968-Jun
Reference Count: 0
The Teaching of Two Concepts in Beginning Calculus by Combinations of Inductive and Deductive Approaches. Final Report.
Lackner, Lois M.
The purpose of this study was to determine if different teaching approaches produced differences in learning the limit and the derivative concepts in beginning calculus as measured by a common criterion test. An ordered combination of two teaching approaches--the concrete inductive and the abstract deductive--was used for the two sequential topics involving the limit and the derivative concepts. All four possible pairings for the two units were considered and constituted the four experimental treatments. Specifically, the problem in this study was to determine if there were a statistically significant difference in the four treatments. Programed units were used to control the teacher variable. The units were read by advanced high school mathematics students, who were divided into high and low achievers on the basis of pretest scores. Contrary to the pilot study and related research results, when a difference in teaching methods existed in the derivative and total treatment studies, the deductive method was favored. Further correlation and regression analyses revealed that a student's prior mathematical knowledge, a" measured by the pretest and limit test, was the determining factor in predicting the limit and derivative test scores, even though the deductive treatment was found to be superior. (RP)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Illinois Univ., Urbana.