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Peer reviewedFlener, Frederick O. – Educational Research Quarterly, 1979
Tenth graders solved mathematical problems assisted by varying amounts of help from their teacher. Significant differences occurred between students receiving aid and the unaided control group. Partial assistance resulted in better immediate performance, but this difference was less observable three weeks later. (Author/GDC)
Descriptors: High Schools, Mathematics Instruction, Performance Factors, Problem Solving
