A discovery approach was used with seven fourth grade classes while nine classes were taught by an expository methods. Expository pupils were significantly better in computation and discovery pupils significantly better in retention of ability to apply mathematics. Attitude improved more for those taught by the discovery approach. Some interaction…

A lecture method was compared with a method based on questioning sequences that guided students to discover mathematical principles. Students with high levels of mathematics anxiety had significantly lower achievement. Students with high anxiety benefited more from the expository approach; those with low anxiety benefited more from the discovery…

The results of this field experiment support the conjecture that when learning tasks involve the development of a mathematical structure, guided-discovery techniques involving dialectical dialogue may be a more viable alternative to conventional instruction than individualized instruction through expository or programmed packages. (MN)

No significant interaction was found between two instructional treatments and two aptitude variables in this study, but they did find four disordinal interactions, two using one predictor variable and two using two predictor variables. (MN)