The Interaction of Field Independence with Discovery Learning in Mathematics.

Adams, Verna M.; McLeod, Douglas B.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ220348

Record Type: Journal

Publication Date: 1979

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

The Interaction of Field Independence with Discovery Learning in Mathematics.

Adams, Verna M.; McLeod, Douglas B.

Journal of Experimental Education, v48 n1 p32-35 Fall 1979

The hypothesis was tested that students with a field-independent cognitive style would learn most about numeration systems if they had minimum guidance and maximum opportunity for discovery through the use of manipulative materials. Data were gathered on 46 prospective elementary school teachers. The hypothesis was supported. (Author/MH)

Descriptors: Aptitude Treatment Interaction, Cognitive Style, College Mathematics, Discovery Learning, Education Majors, Higher Education, Manipulative Materials, Mathematics Instruction, Number Systems

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A