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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
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/748407
Page Count: 10
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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.
Journal for Research in Mathematics Education © 1977 National Council of Teachers of Mathematics