**ERIC Number:**ED142408

**Record Type:**RIE

**Publication Date:**1976-Apr

**Pages:**37

**Abstractor:**N/A

**Reference Count:**0

**ISBN:**N/A

**ISSN:**N/A

The Effects of Varying the Number of Practice Problems, Number of Examples, and Location of the Practice Problems in Elementary School Geometry. SMESG Working Paper No. 16.

Begle, E. G.; And Others

This paper reports two experiments related to elementary school children's learning of geometric concepts. The geometry experiment investigated the effects of location of practice problems within a programmed text; the polygon experiment involved two variables, number of illustrative examples presented, and number of practice problems given. Both experiments involved the same fifth-grade students; the experiments were administered consecutively in a 5-day period. Students were pretested using arithmetic reasoning, geometry, and missing words tests. They were then given one of two programmed geometry texts depending on the treatment group (all practice immediately after concept vs. practice interspersed). The geometry posttest was followed by work with programmed texts on polygons and the polygon posttest. Four treatment groups were used for polygons; these were defined by many vs. few examples and many vs. few practice problems. Results indicated that overall there was no difference attributable to massed vs. dispersed practice problems although the effectiveness of distributed problems increased with mathematics ability. Neither variable in the polygon experiment was found to make a significant difference. (SD)

**Publication Type:**Reports - Research

**Education Level:**N/A

**Audience:**N/A

**Language:**N/A

**Sponsor:**N/A

**Authoring Institution:**Stanford Univ., CA. Stanford Mathematics Education Study Group.

**Note:**Not available in hard copy due to marginal legibility of original document