Literaturnachweis - Detailanzeige
| Autor/in | Geeslin, William E. |
|---|---|
| Titel | Comparison of Content Structure and Cognitive Structure in the Learning of Probability. |
| Quelle | (1974), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Cognitive Development; Cognitive Processes; Learning; Learning Processes; Mathematics Education; Probability; Programed Instruction; Research; Secondary School Mathematics; Structural Analysis |
| Abstract | Digraphs, graphs, and task analysis were used to map out the content structure of a programed text (SMSG) in elementary probability. Mathematical structure was defined as the relationship between concepts within a set of abstract systems. The word association technique was used to measure the existing relations (cognitive structure) in S's memory with respect to the probability theory present in the text. The purpose of this study was to measure the influence of content structure (mathematical structure) of the text on the Ss' cognitive structure. Control and experimental Ss (N=34) were high school (grades 9-12) subjects recruited from study halls and mathematics classes in one high school. Experimental Ss (N=20) studied the probability text while the others studied a programed text on an unrelated mathematical topic. For subjects in the experimental group, a strong similarity between the representation of content structure and cognitive structure was found. The structure methodology used in this study appears to be applicable to many aspects of research on learning mathematical structures and might be a helpful tool in formative evaluation of mathematics curricula. The data on content structure and cognitive structure seem to suggest ways to improve the text to further student learning of structure. (JP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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