"Self-Discovery: Implications for Mathematics Instruction" by M. Evelyn Trapp
 

Date of Award

7-1967

Degree Type

Master's Essay - Restricted

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

George F. Donovan

Second Advisor

John D. Mulhern

Abstract

'Discovery' in the past twenty five years has been coined a grand and glorious word in the area of methodology. Present day math and science texts highly advocate this approach as the chief avenue by which students are challenged to explore the breadth and depth of intellectual insight. Recent readings in educational psychology reveal controversy over its worth. The issues at stake are:

1) What is the relative importance of instruction and discovery in the educative process?

2) Does discovery learning promote learning, retention, and transferability sufficiently for learners who are capable of learning principles meaningfully without it to warrant the increased expenditure of time?

3) How can principles of learning by discovery be effectively used in elementary math instruction?

Comments

A research paper submitted to the graduate faculty of Marquette University in partial fulfillment of the requirements for the Degree of Master in Education, Milwaukee, Wisconsin.

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