"ERIC ED056986: A Study Of The Laboratory Approach And Guided Discovery In The Teaching Learning Of Mathematics By Children And Prospective Teachers." - Information and Links:

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"ERIC ED056986: A Study Of The Laboratory Approach And Guided Discovery In The Teaching Learning Of Mathematics By Children And Prospective Teachers." and the language of the book is English.


“ERIC ED056986: A Study Of The Laboratory Approach And Guided Discovery In The Teaching Learning Of Mathematics By Children And Prospective Teachers.” Metadata:

  • Title: ➤  ERIC ED056986: A Study Of The Laboratory Approach And Guided Discovery In The Teaching Learning Of Mathematics By Children And Prospective Teachers.
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  • Language: English

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  • Internet Archive ID: ERIC_ED056986

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"ERIC ED056986: A Study Of The Laboratory Approach And Guided Discovery In The Teaching Learning Of Mathematics By Children And Prospective Teachers." Description:

The Internet Archive:

This study tested 1) whether instruction based on guided discovery, the use of expensive manipulative aids, and maximum pupil participation increases achievement in mathematics for pupils in grades 1-6; 2) whether a program based largely on learning through activity and guided discovery is effective in the training of prospective teachers enrolled in the methods course in mathematics for the elementary teacher. The pupils were selected by classroom teachers as being underachievers in mathematics on the basis of standardized tests and observations. These pupils were tutored twice weekly by undergraduates enrolled in the methods class. Twenty-nine of the 66 pupils in grades 1 through 6 completed the full 9-month period, the others missing one quarter of instruction because they could not attend at a time when it was possible for an undergraduate to tutor them. A total of 72 undergraduates were included. Each was given a pretest to determine his basic mathematical knowledge, followed by a posttest at the end of the quarter. The t test was used to determine the exact degree of improvement. Results showed that there was a significant difference in achievement for the children in grades 1, 2, 3, 5, and 6. There was no difference in grade 4. There was a statistically significant improvement in knowledge of basic mathematical concepts for undergraduates enrolled in the methods course. (Author/RT)

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