ERIC Number: ED108909
Record Type: RIE
Publication Date: 1974
Reference Count: N/A
A Comparison of the Effects of Sequence and Mode Upon the Initial Acquisition, Retention, and Transfer of Elementary Multiplication Concepts.
Wood, Carolyn M.
Two instructional variables, sequence and mode, were operationally defined; two methods of sequencing, deductive and inductive, were used, and two modes, concrete and pictorial. Experimental lesson sequences for instruction in the rules and concepts of multiplication were developed for each combination of levels of the variables. The lesson sequences were pilot tested and revised as necessary. Forty subjects in grades 1, 2, and 3 were randomly assigned to treatment groups. Subjects were pretested, and then given four lessons on multiplication. Students worked on lessons independently; each lesson required approximately four 50-minute sessions. A posttest and transfer test were administered immediately after treatment; three weeks later a retention test was given. Analysis of variance revealed no differences between treatments. However, an analysis of performance by grade level suggested different patterns of performance. (SD)
Descriptors: Doctoral Dissertations, Elementary Education, Elementary School Mathematics, Instruction, Mathematical Concepts, Multiplication, Research, Sequential Approach, Teaching Methods
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 74-20,804, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Pittsburgh