**ERIC Number:**ED162679

**Record Type:**RIE

**Publication Date:**1978-Oct-12

**Pages:**48

**Abstractor:**N/A

**Reference Count:**0

**ISBN:**N/A

**ISSN:**N/A

Some Considerations in Combining Traditional and Non-Traditional Methods of Instruction in a Mathematics Program.

Gormley, Tyrone D.

Based on the assumption that each student learns in a unique way, this paper outlines the factors to be considered before selecting the methods of instruction for particular mathematics courses and their students. The advantages and disadvantages of the lecture/textbook and question/answer method, individualized instruction, self-pacing, discussion/demonstration, field experiences, and tutorials are described. Characteristics of courses and students, and suggestions regarding these methods of instruction are outlined for the following elements of a mathematics curriculum: (1) pre-college courses--vocational-technical, arithmetic, elementary algebra, intermediate algebra; (2) first year courses--college algebra, trigonometry, modern mathematics I and II, liberal arts mathematics, statistics, mathematics for business, and economics I and II; and (3) second year courses--pre-calculus, calculus I, II, and III, and differential equations. Other considerations in program development include instructor role, media, counseling, placement testing, student follow-up, tutoring, funding, and attendance. A summary of cognitive mapping, a list of textbooks, and a bibliography are included. (MB)

Descriptors: Algebra, Arithmetic, Calculus, Cognitive Style, College Mathematics, Community Colleges, Instructional Improvement, Instructional Innovation, Mathematical Experience, Mathematics Curriculum, Mathematics Instruction, Modern Mathematics, Statistics, Student Interests, Teaching Methods, Trigonometry, Two Year College Students, Two Year Colleges

**Publication Type:**Speeches/Meeting Papers

**Education Level:**N/A

**Audience:**N/A

**Language:**English

**Sponsor:**N/A

**Authoring Institution:**N/A

**Identifiers:**N/A

**Note:**Paper presented at the Annual Meeting of the American Mathematical Association of Two-Year Colleges (Houston, Texas, October 10-14, 1978)