ERIC Number: ED045363
Record Type: RIE
Publication Date: 1967
Reference Count: N/A
An Analysis of the Effects of Verbalization and Nonverbalization in the Learning of Mathematics.
Palzere, Donald Edward
Investigated was the problem-solving ability of secondary school students as it related to their verbalization. Experimental treatment followed the students' demonstration of awareness of some mathematical concept. The four experimental groups included students who: (1) did not verbalize, (2) verbalized correctly, (3) verbalized incorrectly and were corrected, and (4) verbalized incorrectly and received no correction. After treatment, posttest scores were taken as measures of problem-solving ability. Experimental results showed no significant differences between experimental treatment groups, groups based on sex, or groups based on I.Q. (RS)
Descriptors: Doctoral Dissertations, Instruction, Learning, Nonverbal Ability, Problem Solving, Secondary School Mathematics, Teaching Methods, Verbal Ability
University Microfilms, 300 North Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 68-1388, Microfilm $3.00, Xerography $7.60)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Connecticut Univ., Storrs.