The Relative Effectiveness of Four Strategies for Teaching Algebraic and Geometric Disjunctive Concepts and for Teaching Inclusive and Exclusive Disjunctive Concepts

Several studies have been made of the relative effectiveness of different strategies for teaching concepts. Those studies in mathematics have provided a little information, but the majority of the findings have indicated no significant differences exist between the different strategies studied (Henderson & Rollins, 1967; Rector & Henderson, 1970). One possible reason for this is that these studies have not gone beyond the point of studying strategies for teaching concepts, as compared to strategies for teaching different types of concepts. That is to say, they have neglected to take into account the different logical forms of concepts.

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The Relative Effectiveness of Four Strategies for Teaching Disjunctive Concepts in Mathematics

Journal for Research in Mathematics Education ◽

10.2307/748717 ◽

1974 ◽

Vol 5 (1) ◽

pp. 6 ◽

Cited By ~ 1

Author(s):

John A. Dossey ◽

Kenneth B. Henderson

Keyword(s):

Relative Effectiveness ◽

Disjunctive Concepts

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The Relative Effectiveness of Four Strategies for Teaching Algebraic and Geometric Disjunctive Concepts and for Teaching Inclusive and Exclusive Disjunctive Concepts

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.7.2.0092 ◽

1976 ◽

Vol 7 (2) ◽

pp. 92-105

Author(s):

John A. Dossey

Keyword(s):

Instructional Strategies ◽

Relative Effectiveness ◽

Intellectual Ability ◽

Geometric Concepts ◽

Significant Difference ◽

Instructional Units ◽

Ability Levels ◽

Disjunctive Concepts

The purpose of this study was to determine the role played by four instructional strategies and two exemplification-move approaches in teaching algebraic and geometric concepts as well as in teaching inclusive and exclusive disjunctive concepts to students of two different intellectual-ability levels. Eight programed instructional units were prepared to teach 12 contrived disjunctive concepts to 320 subjects. An analysis of the results showed that there were significant differences in the strategy factor for algebraic and inclusive-disjunctive concepts. There was a significant difference in the exemplification-approach factor for inclusive-disjunctive concepts. Significant three-way interactions were observed for geometric and exclusive disjunctive concepts.

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