ERIC Number: ED254395
Record Type: RIE
Publication Date: 1985-Mar
Reference Count: 0
Verbal Clarifying Behaviors, Student Participation, and Student Attitudes in Mathematics.
Smith, Lyle R.
The purpose of this study was to examine the combined effects of student participation and of realistic levels of vagueness terms on student achievement and attitudes. Ninety-six sixth graders from a middle school in Georgia were randomly assigned to one of eight groups defined by possible combinations of two teacher uncertainty conditions, two bluffing conditions, and two participation conditions (use or nonuse of a handout). Each group was given a 20-minute audiotaped mathematics lesson on Euler's formula while they observed overhead projections and blackboard demonstrations. Examples of the types of lessons are included. An analysis of variance indicated that student achievement was not significantly affected by uncertainty, bluffing, or participation. However, student attitudes were significantly affected. (MNS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research