NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ394219
Record Type: CIJE
Publication Date: 1989
Pages: N/A
Abstractor: N/A
Reference Count: 0
Effects of Teaching Strategy, Relevant Knowledge, and Strategy Length on Learning a Contrived Mathematical Concept.
Stiff, Lee V.
Journal for Research in Mathematics Education, v20 n3 p227-41 May 1989
The effects of teaching strategy, relevant knowledge, and strategy length on high school students' mathematical learning ability were studied. Performance was found to increase as levels of relevant knowledge increased. Characterization strategies were found to be more effective than exemplification strategies for students with high relevant knowledge. (Author/DC)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A