A Multi-Experience Approach to Conceptualization for the Purpose of Improvement of Verbal Problem Solving in Arithmetic.

Autor/in	Nickel, Anton Peter
Titel	A Multi-Experience Approach to Conceptualization for the Purpose of Improvement of Verbal Problem Solving in Arithmetic.
Quelle	(1971), (135 Seiten)Verfügbarkeit Ph.D. Dissertation, University of Oregon...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Development; Doctoral Dissertations; Elementary School Mathematics; Instruction; Learning Theories; Mathematics Education; Problem Solving; Research; Teaching Methods + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Elementare Mathematik; Schulmathematik; Teaching process; Unterrichtsprozess; Learning theory; Lerntheorie; Mathematische Bildung; Problemlösen; Forschung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of the study was to see if systematic instruction in terms of a multi-experience approach improved verbal problem solving ability, to determine what differences resulted when concrete experiences were not used, and to ascertain the effects of delayed recall on the two different methods. A sample of 15 groups of six fourth-grade students each was used. A six-week period of instruction and a three-week delayed recall period were concluded in the administration of the "Stanford Achievement Arithmetic Application Test." Results showed that the multi-experience approach to problem solving was more effective than the verbal approach. (Author/DT)
Anmerkungen	University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-960 M-$4.00 X-$10.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01