NotesFAQContact Us
Search Tips
ERIC Number: ED123216
Record Type: Non-Journal
Publication Date: 1976
Pages: 14
Abstractor: N/A
Reference Count: N/A
Choice of Rule-Example Order Used to Teach Mathematics as a Function of Conceptual Level and Field-Dependence-Independence.
Gordon, Marshall
This study determined whether or not there were certain aspects of cognitive/personality style which affected prospective teachers' choice of rule-example order in teaching mathematics. Seventy undergraduate elementary education majors were given the Paragraph Completion Test which measures conceptual level and the Group Embedded Figures Test which measures field-dependence-independence, along with a self-report instrument designed to measure choice of rule-example order. Results suggest that prospective teachers' choice of mathematics rule-example order is differentially affected by their conceptual level and field-dependence-independence. (A bibliography and tables are included.) (Author/RC)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A