Brief Reports: Some Aspects of Individual Differences in Mathematics Instruction

1979 ◽  
Vol 10 (5) ◽  
pp. 359-363
Author(s):  
Hendrik Radatz
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Mathematics Education ◽  
Learning Process ◽  
Social Factors ◽  
Demographic Characteristics ◽  
Situation Specificity ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Research In Mathematics Education

For some years individual differences in learners and teachers have played an important part in educational research in general and especially in research in mathematics education. There are a multitude of studies on the importance of abilities, demographic characteristics, and various cognitive, affective, and social factors to the learning of mathematics or, more precisely, to achievement in mathematics. Three developments in particular seem to have increased interest in individual differences: information-processing psychology. aptitude-treatment-interaction (ATI) research. and an increased awareness of the content- and situation-specificity of the learning process.

Research in Mathematics Education: The Role of Theory and of Aptitude-Treatment-Interaction

1970 ◽  
Vol 1 (1) ◽  
pp. 19-28 ◽  
Author(s):  
Jerry P. Becker
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Learning And Teaching ◽  
Body Of Knowledge ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Teaching Emphasis ◽  
Interaction Research ◽  
Research In Mathematics Education

This paper seeks to focus attention on the current ferment in mathematics education and on the need for more research in mathematics education. In particular, special attention is placed on the need for a theory of mathematics learning and teaching. Emphasis is also placed on the contributions of empirical research and, in particular, that of Aptitude-Treatment-Interaction research, to building an organized body of knowledge about mathematics education. The author concludes the paper with some remarks about training researchers.

Brief Reports: The Interaction of Spatial Visualization and General Reasoning Abilities with Instructional Treatment on Absolute Value Equations

1978 ◽  
Vol 9 (2) ◽  
pp. 152-154
Author(s):  
Phillip M. Eastman ◽  
Mohammed Salhab
Keyword(s):  
Individual Differences ◽  
Spatial Visualization ◽  
Absolute Value Equations ◽  
Absolute Value ◽  
Reasoning Abilities ◽  
Instructional Treatment ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Method Of Instruction

Aptitude treatment interaction (ATI) studies essentially deal with two related questions: Can we adapt instruction to patterns of individual differences among students? If so, for which students is a particular method of instruction most effective? The general ATI problem as advanced by Cronbach (1957) is well known (e.g., Becker, 1970), and no further discussion of it is presented here.

scholarly journals Self Efficacy Terhadap Matematika Melalui Pendekatan Aptitude Treatment Interaction

2017 ◽  
Vol 2 (2) ◽  
pp. 167-175
Author(s):  
Irma Fitri
Keyword(s):  
Experimental Research ◽  
Learning Process ◽  
Self Efficacy ◽  
Direct Role ◽  
Aptitude Tests ◽  
Quasi Experimental ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Test Result ◽  
Mathematics Self Efficacy

This study aims to determine differences in mathematics self-efficacy among students who learn to use the Aptitude Treatment Interaction (ATI) approach with students receiving conventional learning. This study is a quasi-experimental research, where teachers who play a direct role in the learning process and there researcher as an observer. Subjects in this study were 32 students on grade VIII SMP Negeri 2 Bangkinang Pekanbaru. Data collected by aptitude tests, observation, test result, and questionnaire. The result of this experiment indicated that self-efficacy scores students who learn using ATI approach and students receive conventional learning are different.

scholarly journals Basisvorming voor iedereen?

Pedagogiek ◽  
2021 ◽  
Vol 41 (1) ◽  
pp. 101-124
Author(s):  
Jan Terwel
Keyword(s):  
Individual Differences ◽  
Central Question ◽  
The West ◽  
Content Type ◽  
Class Composition ◽  
Treatment Interaction ◽  
Individual Potential ◽  
The Common ◽  
Aptitude Treatment Interaction ◽  
High Standards

Abstract Individual differences and the common curriculum This article deals with the issue of individual differences and the common curriculum for 12-16 year old pupils. The central question is: is it possible to maintain high standards for all without reducing opportunities for brighter pupils to achieve educational results according to their individual potential? To answer this question, three research traditions are examined: research about the West-German comprehensive schools; research about class composition; research about effective teaching and Aptitude Treatment Interaction. The conclusion from this examination is that it is difficult to combine high standards for all and excellence for a few.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Attachment and Field Dependence: Individual Differences in Information Processing

2004 ◽  
Vol 9 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Patrizia Vermigli ◽  
Alessandro Toni
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Field Dependence ◽  
Attachment Styles ◽  
Close Relationships ◽  
Adult Age ◽  
Males And Females ◽  
Figure Test ◽  
The Relationship ◽  
Measure Field

The present research analyzes the relationship between attachment styles at an adult age and field dependence in order to identify possible individual differences in information processing. The “Experience in Close Relationships” test of Brennan et al. was administered to a sample of 380 individuals (160 males, 220 females), while a subsample of 122 subjects was given the Embedded Figure Test to measure field dependence. Confirming the starting hypothesis, the results have shown that individuals with different attachment styles have a different way of perceiving the figure against the background. Ambivalent and avoidant individuals lie at the two extremes of the same dimension while secure individuals occupy the central part. Significant differences also emerged between males and females.

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