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Austin, Joe Dan | 1 |

Austin, Kathleen A. | 1 |

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Karplus, Robert | 1 |

Knight, Carlton W., II | 1 |

Kuhfittig, Peter K. F. | 1 |

Sherrill, James M. | 1 |

Trent, John H. | 1 |

Wollman, Warren | 1 |

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Peer reviewed

Wollman, Warren; Karplus, Robert – School Science and Mathematics, 1974

A total of 450 seventh and eighth graders responded to six tasks requiring proportional reasoning and representing different degrees of concreteness. Results showed that more students answered questions correctly when concrete aspects existed, and that about one-fourth of the group was unpredictable in applying proportional reasoning at the formal…

Descriptors: Cognitive Development, Grade 7, Grade 8, Instruction

Peer reviewed

Austin, Joe Dan; Austin, Kathleen A. – School Science and Mathematics, 1974

Students from two junior high school mathematics classes were assigned either to a treatment in which every homework problem was graded or to one in which a random half of the problems were graded. There were not significant differences between treatment groups on achievement after a six-week period. (JP)

Descriptors: Achievement, Homework, Instruction, Research

Peer reviewed

Campbell, James Reed – School Science and Mathematics, 1974

Behaviors of one low and one high ability group were analyzed in three classroom situations. The teacher's effect on discipline of the former was pronounced, and observers felt this group learned only in the science classroom; the high ability group experienced less variation. Results on other variables are reported. (SD)

Descriptors: Classroom Observation Techniques, Classroom Techniques, Instruction, Interaction Process Analysis

Peer reviewed

Kuhfittig, Peter K. F. – School Science and Mathematics, 1974

Forty seventh-grade students, grouped by ability and instructed by intermediate or maximal guidance with or without concrete aids, were given post and retention tests. Low-ability students using aids achieved higher than those taught without aids. Intermediate-guidance groups had higher mean transfer scores when using aids, with no differences…

Descriptors: Achievement, Discovery Learning, Grade 7, Instruction

Peer reviewed

Knight, Carlton W., II – School Science and Mathematics, 1973

Descriptors: Bibliographies, College Mathematics, Doctoral Dissertations, Elementary School Mathematics

Peer reviewed

Sherrill, James M. – School Science and Mathematics, 1973

Three forms of a problem-solving test were given randomly to 322 tenth graders. Performance on the form containing accurate pictorial representations of items was significantly higher than on the form with only prose descriptions, which was in turn significantly higher than on the form with distorted pictorial representations. (DT)

Descriptors: Instruction, Mathematics Education, Problem Solving, Research

Peer reviewed

Trent, John H.; And Others – School Science and Mathematics, 1972

The results of a study of UICSM materials for seventh and eighth grade low achievers show that students studying Stretchers and Shrinkers learned just as much arithmetic as students in traditional programs and that students studying Motion Geometry did significantly better in arithmetic application and total score on the Stanford Achievement Test…

Descriptors: Curriculum, Fractions, Geometric Concepts, Instruction