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ERIC Number: ED222366
Record Type: RIE
Publication Date: 1982-Aug
Pages: 117
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Intermediate Level Mathematics and Science Instruction. Research Synthesis.
Cotton, Kathleen; Savard, William G.
It is noted that compared to the research base on effective practices for teaching primary level children, the volume of published research with intermediate level students is modest. The studies and summaries reviewed for this document include those which: (1) sought to identify a cluster of teaching strategies and behaviors which are positively related to student achievement and affective outcomes; (2) compared a specific instructional approach to one or more approaches; and (3) looked at the relative efficacy of different organization/scheduling arrangements for conducting mathematics and/or science instruction with intermediate level students. Forty-four documents were reviewed during this investigation. The bulk of this manuscript consists of individual item reports on these reviewed documents. Four major hypotheses emerged from the examination: (1) instruction which features active, hands-on experiences has a positive effect on the mathematics and science achievement of intermediate level students and enhances the attitudes of these students toward the subject matter; and (2) the instructional approaches known as direct instruction and mastery learning are more effective than other approaches in promoting the mathematics and science achievement and retention of intermediate pupils, and also foster positive student attitudes; (3) individualized intermediate level mathematics and science instruction confers greater achievement and retention benefits than does instruction with no individualization; and (4) no one organization/grouping pattern is inherently superior to others for instructing intermediate students in science and mathematics. Five recommendations are made based on the review. (MP)
Publication Type: Reports - Research; Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR.
Identifiers: Mathematics Education Research; Science Education Research
Note: For related document, see ED 214 699.