This study addresses the criticism leveled at A.C.T.
Mathematics teachers with regard to their failure to use
any other method of teaching than chalk-and-talk. By
considering the changed needs of society for mathematics
and the changed perceptions by society of education, the
criticism is placed in context.
The importance of spatial ability for mathematics is
examined in the context of theories of cognitive abilities
and its current under utilization within the classroom. On
the basis of the increased need to utilize more talent the
study was designed to operationalise in the classroom the
constructs of simultaneous and successive synthesis,
derived from Luria's model of brain functioning.
The question of gender differences in mathematics
achievment and spatial ability is addressed.
The possible role of the maturation of language in
determining differences in the acquistion of ability to
form simultaneous synthesis is briefly discussed.
The study was designed to utilize and enhance
simultaneous synthesis. By demonstrating an
Aptitude-Treatment Interaction it was intended to confirm
that students, who function at a high level in
simultaneous synthesis but at a low level in successive
synthesis, would achieve more with experience with spatial
activates than in a more traditional chalk-and-talk
classroom.
Gender differences in achievement were not found.
Gender differences in successive/simultaneous profiles
were found in accordance with theory predictions. The need
for the duration of longer treatment periods is briefly
discussed in the context of funding and the appearance of
greater efficiency of traditional teaching methods when
the students are functioning at the highest level of
symbolic thought.
| Identifer | oai:union.ndltd.org:ADTP/219368 |
| Date | January 1987 |
| Creators | Sullivan, Carolyn Wendy, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Carolyn Wendy Sullivan |
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