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ERIC Number: ED079078
Record Type: RIE
Publication Date: 1972
Pages: 91
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Mathematical Concept Attainment of Sixth Grade Students in Relation to Their Cognitive Styles.
Pendleton, Julienne Marie Kesmodel
An investigation of the relationship of the analytic/non-analytic and the reflective/impulsive cognitive styles of sixth grade students and their use of focusing strategies on a concept attainment task in mathematics was conducted. Fifty-one sixth grade students were identified as reflective or impulsive according to their performance on the Matching Familiar Figures Test, and as analytic or non-analytic according to their performance on a derivation of the Conceptual Styles Test. The concept attainment task used the attributes of parity, sign, and divisibility by three, five, and seven, with the set of integers, and was presented in the format of a guess-my-rule game. Results showed that there was no significant relationship between the reflective-impulsive dimension and the analytic/non-analytic dimension of cognitive style, that focusing and scanning strategies are equally employed by analytic and non-analytic subjects, but that reflective subjects tended to use focusing strategies whereas impulsive subjects tended to use scanning strategies. (Author/DT)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-7617, Microfilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, The University of Texas at Austin