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ERIC Number: ED081628
Record Type: RIE
Publication Date: 1973
Pages: 198
Abstractor: N/A
Reference Count: N/A
The Relationship of Open-Ended vs. Closed-Ended Mathematics Laboratory Activities to the Divergent Thinking Ability of Pre-Service Elementary Teachers.
McLaughlin, Jane Ann
The relationship of training in and performance on open-ended vs. closed-ended math lab activities to the divergent thinking ability of 82 preservice elementary teachers was investigated. On the basis of scores on the Torrance Test of Creative Thinking, the subjects were divided into three groups of divergent thinking ability. One-half of each group was then assigned randomly to one of two treatment groups. One treatment group participated in open-ended math lab activities during the semester; the other group engaged in closed-ended math lab activities. An attitude inventory, a performance test, and a preference inventory were administered at the end of the course. Results indicated that divergent thinking ability and performance on both open-ended and closed-ended activities were independent. No association was observed between divergent thinking ability and attitude toward mathematics. Divergent thinking ability and preference for open-ended or closed-ended activities had no relationship to each other. (Author/DT)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-19,351 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: Ed.D. Dissertation, Columbia University