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ERIC Number: ED061080
Record Type: RIE
Publication Date: 1972-Apr
Pages: 25
Abstractor: N/A
Reference Count: 0
Strategies for Learning Mathematical Concepts.
Durell, A. B.
This study tested the hypotheses that, following training in concept learning strategies, subjects would tend to follow the strategy taught and would perform better than untrained subjects. A sample of 60 graduate students was randomly assigned to three groups. The experimental task, administered via a computer teletype terminal, required subjects to find the arithmetic rule by which a given number was derived from three other given numbers. Subjects in the first group were taught a focussing strategy; the second group were taught a scanning strategy; and the third (control) group were taught no strategy, but used the same two practice problems as the other two groups. All subjects then worked on five experimental problems. The degree of focussing, purity of strategy, and number of trials to criterion were obtained from the computer record and analyzed by an analysis of variance and a multiple comparison test. Results showed that subjects taught conservative focussing showed the most focussing, but that subjects taught successive scanning also showed more focussing than the control group; the conservative focussing group used the purest strategy, but the successive scanning group was no purer than the control group; and neither experimental group was significantly more efficient at finding the rule than the control group. It is suggested that unmeasured personality factors may have been responsible for the unexpected results obtained. (MM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the National Council of Teachers of Mathematics Annual Meeting (50th, Chicago, Illinois)