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Peer reviewedJohnson, Dale M.; Smith, Blaine – Journal of Educational Research, 1987
John Saxon's incremental development model has been proclaimed as a superior teaching strategy for mathematics. This study evaluated the Saxon approach and textbook using 276 Algebra I students in experimental and control groups. The groups were compared in cognitive and affective areas. Results are presented. (Author/MT)
Descriptors: Algebra, Comparative Analysis, High Schools, Mathematics Achievement
