ERIC Number: ED038287
Record Type: Non-Journal
Publication Date: 1965
Reference Count: N/A
Programed Learning and Mathematical Education, A CEM Study.
May, Kenneth O.
This study reports on the position of programed learning in the teaching of college mathematics. A historical survey is given describing the following programing styles: Skinner, Crowder, eclectic, hybrid, Pressey, and problem. Conclusions based on research are given to claims about the benefits of programing including those of: providing for individual differences, tutorial function, controlling the learning process, providing for greater motivation, importance of overt responses, and the saving of teacher time. The summary states that the teacher and text will continue to be of greatest importance, with programing material used only as an auxiliary study aid. The report is based on studies made by the Committee on Educational Media of the Mathematical Association of America in 1963. (RS)
Descriptors: College Mathematics, Educational Media, Instruction, Instructional Materials, Programed Instruction, Programed Instructional Materials, Research
Mathematical Association of America, 1225 Connecticut Ave., N.W., Washington, D.C. 20036
Publication Type: N/A
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Mathematical Association of America, Buffalo, NY.