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ERIC Number: ED071761
Record Type: RIE
Publication Date: 1972-Sep
Pages: 145
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Interaction of Three Levels of Aptitude Determined by a Teach-Test Procedure with Two Treatments Related to Area. Report from the Project on Development of Instructional Programs: Analysis of Mathematics Instruction.
Montgomery, Mary Eleanor
The general problem addressed in this thesis concerns formative evaluation relevant to curriculum development. The research strategy was that of an aptitude-treatment interaction (ATI) study. Aptitude was defined in terms of the individual's ability to learn specific concepts associated with a unit of length measurement. The treatments were designed to differ only in their emphasis on a unit of area measurement. The specific question asked was: In what manner does the ability of children to learn concepts associated with a unit of length affect the extent to which they attain concepts associated with area and a unit of area for each of the two given treatments? In order to determine this ability, 90 second and third graders were subjected to a teach-test procedure. This procedure consisted of a pretest, a brief instructional treatment and a posttest, all of which tested or taught about a unit of length. The results of the two tests were used to determine the aptitude levels. No significant interactions were found between the aptitudes and treatments on any of the measures. There were significant main effects due to aptitude and to treatment for achievement and retention measures. Other findings relevant to curriculum development reported in this study are: (1) It is feasible to teach these area concepts to second and third graders, and (2) Second and third graders are capable of handling conflicting situations involving units of area. (Author/CK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Note: Technical Report No. 235