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1978•Journal for Research in Mathematics EducationRequires access

Comparison of Lecture and Laboratory Strategies in a Mathematics Course for Prospective Elementary Teachers

Roberta J. Flexer

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Abstract

A 3-year study was conducted to compare the effectiveness of laboratory and lecture strategies in a course for prospective elementary teachers on the structure of the number system. Experimental and control groups were compared in terms of achievement in the course; retention on a follow-up examination given 6 months after the end of the course; attitude toward mathematics; performance in student teaching of mathematics; and responses to a questionnaire concerning the course. Within the experimental limitations of this study, there was no reason to conclude that either strategy was superior to the other. Implications concerning the design of preservice courses in mathematics are discussed.

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A 3-year study was conducted to compare the effectiveness of laboratory and lecture strategies in a course for prospective elementary teachers on the structure of the number system. Experimental and control groups were compared in terms of achievement in the course; retention on a follow-up examination given 6 months after the end of the course; attitude toward mathematics; performance in student teaching of mathematics; and responses to a questionnaire concerning the course. Within the experimental limitations of this study, there was no reason to conclude that either strategy was superior to the other. Implications concerning the design of preservice courses in mathematics are discussed.

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Available abstract

A 3-year study was conducted to compare the effectiveness of laboratory and lecture strategies in a course for prospective elementary teachers on the structure of the number system. Experimental and control groups were compared in terms of achievement in the course; retention on a follow-up examination given 6 months after the end of the course; attitude toward mathematics; performance in student teaching of mathematics; and responses to a questionnaire concerning the course. Within the experimental limitations of this study, there was no reason to conclude that either strategy was superior to the other. Implications concerning the design of preservice courses in mathematics are discussed.

Key concepts: Mathematics education, Course (navigation), Elementary mathematics, Psychology, Engineering, Aerospace engineering

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