ERIC Number: ED108962
Record Type: RIE
Publication Date: 1974-Apr
Reference Count: 0
Recall of Advance Organizers as Part of Mathematics Instruction.
Bright, George W.
This study was performed in order to test the author's notion that advance organizers operate because (1) they provide stable anchorage for concepts to be learned and (2) in order to operate they must be relatable by the student to the new material. To test this hypothesis the author constructed materials for each of ten treatments as defined by two levels of abstractness of the advance organizer used and five levels of recalling the organizer to the learner. One-hundred thirty-two pre-service elementary teachers were randomly assigned to treatments which were administered in 13-page booklets. Immediately after the 50-minute treatments, a 23-item test was administered; this experimenter-developed test included a skill subscale and a theory subscale with KR-20 reliability of .690 and .665, respectively. Data were submitted to three analyses of variance. Interaction of the two main variables when the skill subscale was analyzed was the only significant effect (p less than .05). The author suggests that the advance organizers used may not have been stable enough for the population, and that forced recall may have disrupted the cognitive processes of subjects. He also suggests that prior knowledge may have affected the results. (SD)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the National Council of Teachers of Mathematics (Atlantic City, New Jersey, April 1974)