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Download full textMayer, Richard E.; Greeno, James G. – 1974
In the pair of experiments reported here the authors investigated the relationship between meaningfulness of problem statements and subjects' use of these statements in problem-solving tasks. Subjects (96 university students) were required to memorize meaningful formulae such as "volume = area x height" or corresponding symbolic formulae such as…
Descriptors: Cognitive Processes, Higher Education, Information Processing, Instruction
Peer reviewedFennema, Elizabeth H. – Arithmetic Teacher, 1972
A review of several studies on the role of concrete and symbolic models in facilitating the learning of mathematical ideas, and a discussion of their implications for instruction are presented. (DT)
Descriptors: Elementary School Mathematics, Experiential Learning, Instruction, Learning Theories
Punn, Avtar Kaur – 1973
This study was conducted to determine the relative effectiveness of the use of three different combinations of enactive, ikonic and symbolic representation in teaching multiplication to third-grade students. Ninety students in three classrooms were instructed in accordance with the assigned treatment for nine weeks. Groups were equated using the…
Descriptors: Achievement, Arithmetic, Attitudes, Doctoral Dissertations
