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ERIC Number: ED040533
Record Type: RIE
Publication Date: 1968-Apr
Pages: 92
Abstractor: N/A
Reference Count: 0
The Relationship of Mathematics Curriculum Innovation Presented Through Two Methods and Effect Upon Achievement as a Function of Learner Ability. Final Report.
Armstrong, Jenny Rose
Mathematical learning at six cognitive levels, in areas of exact and varied repetition, was studied in 28 educable mentally handicapped students (mean IQ 74, mean age 12.6). Four different machine-presented programs of 10 lessons each utilized inductive or deductive modes of presentation and exact or varied forms of curriculum repetition. Results indicated that number learning at the knowledge, application, and evaluation levels was better facilitated by an exact form of curriculum repetition. Mathematical learning of operations was equally facilitated by inductive and deductive modes of presentation. Both area and topical curriculum organization were equally effective, regardless of the mode of presentation used; however, exact repetition better facilitated learning at the comprehension level when implemented by the inductive mode, while varied repetition was more effective when implemented deductively. (Author/JD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison.