The enactive and iconic modes of instruction were compared in teaching preservice elementary teachers the mathematical concepts and skills necessary to teach mathematics via manipulative aids. No significant differences were found. (MP)

Thirty-nine elementary education majors used manipulative aids to work laboratory exercises while thirty-nine control subjects completed the same exercises without the use of manipulative materials. No significant differences were found between groups in demonstrating numerical and structural properties of the four basic arithmetic operations…

One group of elementary education majors received an algebraic instructional treatment of a unit on linear absolute value equations while another received a geometric treatment. The hypothesis of an aptitude-by-treatment interaction was statistically confirmed. (MN)

The reported study is an attempt to investigate possible interaction between criterion measures of learning and retention of material and figural-inductive and symbolic-deductive methods of presentation. (MN)

Subjects were randomly assigned to a deductively structured verbal-symbolic-numeric treatment or an inductively structured verbal-spatial-numeric treatment for a unit on quadratic inequalities. Success on the deductive symbolic approach was associated with general reasoning ability; success on the inductive spatial approach was associated with…

Subjects were pretested and then randomly assigned to a verbal treatment or a figural treatment for a programed lesson on the integers modulo 7. The expected interactions among treatment success and cognitive abilities were not observed. The authors suggest further study. (SD)