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ERIC Number: ED141077
Record Type: Non-Journal
Publication Date: 1977-Apr
Reference Count: N/A
Relating Field Independence and a Discovery Approach to Learning Mathematics: A Trait-treatment Interaction Study.
McLeod, Douglas B.; Adams, Verna M.
Preservice elementary teachers enrolled in a mathematics course were randomly assigned to one of two treatment groups for instruction on computation in bases other than 10. Group 1 (Min-M) involved minimal guidance and a concrete level of abstraction, while group 2 (Max-S) had a large amount of guidance and dealt with concepts at a symbolic level. Subjects in both groups were given pretests, posttests, and a measure of field independence (hidden figures). Results were analyzed using multiple regression techniques and supported the hypothesis that field-independent students would learn more in the Min-M group, while field-dependent students would learn more if assigned to the Max-S treatment. (SD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A