Mathematics Curriculum Innovation and Evaluation for Educable Mentally Retarded. Final Report.

Autor/in	Armstrong, Jenny R.
Institution	Wisconsin Univ., Madison.
Titel	Mathematics Curriculum Innovation and Evaluation for Educable Mentally Retarded. Final Report.
Quelle	(1969), (169 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Curriculum Development; Evaluation; Exceptional Child Research; Mathematics; Mental Retardation; Mild Mental Retardation + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluierung; Mathematik; Geistige Behinderung
Abstract	The study was divided into three major phases: to develop a mathematics curriculum for educable mentally handicapped; to develop a measurement instrument to evaluate the children's learning at various cognitive levels; and to determine the relative effects of two instructional approaches (inductive and deductive), two forms of repetition (exact and varied) and two modes of representation (manipulative and non-manipulative) on the children's mathematical learning. Seventy two subjects from two elementary schools were selected and placed in one of eight program conditions. It was found that the total program, when IQ was allowed to vary, resulted in significant amounts of learning at various cognitive levels. Manipulative modes of application were noted as better facilitating synthesis level than did nonmanipulative modes of application. The inductive mode of presentation was felt to facilitate the learning of set operations better than the deductive mode, and the two forms of repetition equally facilitated all types of mathematical learning. (CD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01