A Study on Interaction Between Aptitudes and Concrete vs. Symbolic Teaching Methods as Presented to Third-Grade Students in Multiplication and Division.

Autor/in	Trask, Marvin Wellington
Titel	A Study on Interaction Between Aptitudes and Concrete vs. Symbolic Teaching Methods as Presented to Third-Grade Students in Multiplication and Division.
Quelle	(1972), (133 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Doctoral Dissertations; Elementary School Mathematics; Instruction; Learning; Learning Theories; Mathematics Education; Research + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Elementare Mathematik; Schulmathematik; Teaching process; Unterrichtsprozess; Lernen; Learning theory; Lerntheorie; Mathematische Bildung; Forschung
Abstract	The interaction between aptitudes and concrete vs. symbolic teaching methods was investigated. One class of randomly selected third graders was taught multiplication and division by a symbolic method while a second class was given a manipulative approach. Each student took the Stanford Achievement Test battery, the Otis-Lennon Mental Ability Test, and the Torrance Test of Creative Thinking prior to instruction, and was given achievement tests after instruction. Results showed that students of above-average ability in arithmetic computation were helped by the manipulative models presented in this study and that students of below-average ability benefited more from the symbolic instructional methods. (Author/DT)
Anmerkungen	University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-4971 MF-$4.00 Xerography-$10.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC