Descriptor
Source
| Mathematics Teacher | 5 |
Author
| Cooney, Thomas J. | 1 |
| Hatfield, Larry L. | 1 |
| Miller, Richard L. | 1 |
| Schoen, Harold L. | 1 |
| Vruggink, Elmer H. | 1 |
| Willoughby, Stephen S. | 1 |
Publication Type
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedMiller, Richard L. – Mathematics Teacher, 1976
One hundred forty-five studies concerning individualized programs of mathematics instruction were reviewed. The summary of results presented tends to support the effectiveness of individualized programs, but notes possible difficulties in implementing them. (SD)
Descriptors: Educational Experiments, Elementary School Mathematics, Elementary Secondary Education, Individualized Instruction
Peer reviewedVruggink, Elmer H. – Mathematics Teacher, 1971
Descriptors: Accountability, Arithmetic, Curriculum, Educational Finance
Peer reviewedCooney, Thomas J.; Hatfield, Larry L. – Mathematics Teacher, 1971
Descriptors: Accountability, Arithmetic, Curriculum, Educational Finance
Peer reviewedSchoen, Harold L. – Mathematics Teacher, 1976
Seventeen studies of self-paced instruction in algebra, geometry, trigonometry, and college mathematics courses are reviewed. In general these studies did not find the individualized programs to be superior to theregular instruction with which they were compared. (SD)
Descriptors: Achievement, Individualized Instruction, Instruction, Mathematics Education
Peer reviewedWilloughby, Stephen S. – Mathematics Teacher, 1976
After listing 20 ways in which mathematics instruction has been individualized in the past, the author discusses principles which should be used in evaluating the effectiveness of educational programs. He argues that individualization itself is neither good nor bad; programs must serve the educational needs of students. (SD)
Descriptors: Educational Objectives, Educational Practices, Elementary School Mathematics, Elementary Secondary Education
