ERIC Number: ED170113
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Aptitude-treatment Interaction in Mathematics Instruction Using Calculators.
McLeod, Douglas B.; Adams, Verna M.
Students in three mathematics classes were assessed on two aptitudes, field independence and general reasoning, and randomly assigned to either an expository or a discovery treatment. The expository treatment used a deductive sequence of instruction and provided maximal guidance for the students. The discovery group used an inductive sequence with minimal guidance, and provided calculators to help students discover concepts and rules independently. The topic of instruction involved errors in measurement and calculations with approximate data. There was a significant interaction with general reasoning on the retention test, as predicted. There were no interactions with field independence. (Author/MP)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the American Educational Research Association (San Francisco, California, April 8-12, 1979); Not available in hard copy due to marginal legibility of original document