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Peer reviewedHarrison, Bruce; And Others – Journal for Research in Mathematics Education, 1989
Approximately half of a group of 12-year-old students were taught fraction and ratio topics by a concrete process-oriented method. The others were taught in the regular way. The concrete, process-oriented approach resulted in significantly improved achievement in, and attitude toward, fractions and ratios. (Author/DC)
Descriptors: Arithmetic, Cognitive Style, Fractions, Junior High School Students
Wojcik, Patricia A. – 1990
In this practicum students' (n=27) learning styles were used to develop teaching lessons and strategies that would improve mathematics learning in a second grade classroom. Each child's learning style was determined through the Swassing-Barbe Modality Index (SBMI). Pretests for mathematics concepts were given. Each concept was then taught…
Descriptors: Arithmetic, Cognitive Style, Elementary School Mathematics, Fractions
