ERIC Number: ED031088
Record Type: RIE
Publication Date: 1968
Reference Count: 0
Stanford Program in Computer-Assisted Instruction for the Period October 1, 1968 to December 31, 1968. Progress Report.
Stanford Univ., CA. Inst. for Mathematical Studies in Social Science.
Described in this report is the strand program as used in the teaching of drill-and-practice mathematics in California, Kentucky, and Mississippi schools, at the Tennessee A. and I. University, and in Washington, D.C.; as used in the drill-and-practice reading courses; in logic and algebra; in a second-year Russian program, and in computer-assisted instruction in programing in the AID and the SIMPER and LOGO projects. In mathematics, the strand program breaks the subject area down to 14 heads (counting, vertical addition, horizontal addition, etc.) and tackles them one at a time. The reading program is linear, and consists of five parallel strands: letter identification, sight-word recognition, phonics, spelling patterns, and word meaning. The report describes the first year logic and algebra program, and tabulates a course outline for the second year. The second year Russian is reported (the course was first offered in 1967-8 at Stanford) and, in this, 74% of the computer-based students performed better than the best student in the conventional class. Activities planned for the next reporting period are detailed, and a list of publications and lectures is appended. (GO)
Descriptors: Algebra, Autoinstructional Aids, Colleges, Computer Assisted Instruction, Computer Oriented Programs, Computer Programs, Display Systems, Education, Electromechanical Aids, Learning, Mathematics Instruction, Programed Instruction, Programed Instructional Materials, Programing, Programing Languages, Reading Instruction, Schools, Teaching, Teaching Machines
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. Inst. for Mathematical Studies in Social Science.
Identifiers: Algebraic Interpretive Dialogue