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ERIC Number: ED137106
Record Type: RIE
Publication Date: 1976
Pages: 10
Abstractor: N/A
Reference Count: 0
The Effect of Verbalization Upon Certain Mathematical Generalizations.
Partin, Harold
This paper reports on a study which was performed to replicate and extend the findings of Hendrix with regard to verbalization and discovery learning. College algebra classes were randomly assigned to three verbalization conditions: (1) no student verbalization of generalizations required, (2) students make written verbalization of generalization, and (3) students make written verbalization followed by teacher verbalization. In each treatment group, two algebraic and two geometric topics were covered. Learning data were gathered by posttest. The data were submitted to several analyses of variance in conjunction with pairs of other variables: mathematics aptitude, mathematics achievement, English aptitude, English achievement, sex, correct or incorrect verbalization, difficulty of generalization. In addition, analyses of variance were performed on data generated by combining groups. In all these analyses, only two significant (p < .05) differences were observed: high English-aptitude subjects performed more poorly in treatment group 3 when the generalization was difficult, and low English-aptitude subjects performed better overall in treatment group 3 than in the other methods combined. (DT)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: For related document, see ED 106 137