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Relating Field Independence and a Discovery Approach to Learning Mathematics: A Trait-treatment Interaction Study.
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McLeod, Douglas B.; Adams, Verna M. – 1977
Preservice elementary teachers enrolled in a mathematics course were randomly assigned to one of two treatment groups for instruction on computation in bases other than 10. Group 1 (Min-M) involved minimal guidance and a concrete level of abstraction, while group 2 (Max-S) had a large amount of guidance and dealt with concepts at a symbolic level.…
Descriptors: Cognitive Measurement, Cognitive Style, Discovery Learning, Educational Research