ERIC Number: ED043509
Record Type: RIE
Publication Date: 1970-May
Reference Count: N/A
Relationships of Learning Verbal and Symbolic Statements of Mathematical Rules, Final Report.
Scandura, Joseph M.
This study was designed to determine whether (1) rules are more easily memorized when stated in mathematical symbolism or when stated verbally, and whether (2) the ability to use constituent symbols correctly, assuming mastery of the underlying grammar, is a necessary and/or sufficient condition for applying a learned rule statement. Twenty-four college students learned four rule statements and were then tested on two problems to see if they could apply the rule involved. The results were (1) symbolic statements were applied successfully if and only if the subjects were taught the symbol meanings and underlying grammar; (2) symbolic statements were learned more rapidly whether or not the symbols were meaningful; (3) English statements were applied equally as well as those symbolic statements which followed symbol pretraining; (4) rate of learning the English statements was unaffected by symbol pretraining; (5) success on one application problem implied success on the other. [Not available due to marginal legibility of original document.] (Author/FL)
Descriptors: College Students, Educational Research, Learning, Mathematical Logic, Mathematical Vocabulary, Mathematics Education, Research, Symbolic Learning, Symbols (Mathematics)
Available on loan from the ERIC Center for Science and Mathematics Education, 1460 West Lane Ave., Columbus, Ohio 43221
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Pennsylvania Univ., Philadelphia. School of Education.