Discovery Learning in Kindergarten Mathematics

Abstract

Non-cued Discovery (NCD), Perceptual Cue Guided Discovery (PCG), and Verbal Didactic (VDI) instructional procedures for teaching number conservation were compared with each other and with a control to evaluate the discovery learning hypothesis for immediate learning, retention, and transfer in a sample of 120 kindergarten subjects. The VDI group was found superior to either discovery treatment (p=.05) on immediate learning. On the retention measure both the PCG and VDI treatments were superior to the NCD and Controls (p=.05). Although some transfer value of the training was apparent, no treatment differences emerged. The results are interpreted as providing little support for employing unaided discovery learning methods for teaching the studied beginning mathematical concepts to kindergarten subjects. Guided discovery and verbal didactic methods of instruction are seen as providing attention directing cues necessary in learning