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The Effects of Guided Discovery and Individualized Instructional Packages on Initial Learning, Transfer, and Retention in Second-Year Algebra

Christian R. Hirsch
Journal for Research in Mathematics Education
Vol. 8, No. 5 (Nov., 1977), pp. 359-368
DOI: 10.2307/748407
Stable URL: http://www.jstor.org/stable/748407
Page Count: 10
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The Effects of Guided Discovery and Individualized Instructional Packages on Initial Learning, Transfer, and Retention in Second-Year Algebra
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Abstract

This study compared a guided discovery procedure emphasizing dialectical dialogue, individualized instructional packages using an expository format, and individualized instructional packages using a branching programmed format in teaching an extended unit on the field of complex numbers to 213 second-year algebra students in six high schools. Significant ($p<.01$) differences were found favoring the guided discovery group over both the expository package and programmed package groups with respect to initial learning, vertical transfer, and lateral transfer. No significant variation in retention was found among the three groups.

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