Abstract
The effects of teaching strategy, relevant knowledge, and strategy length on students' ability to learn a contrived mathematical concept were studied with 326 high school students randomly assigned to 1 of 18 treatment groups characterized by the type and length of teaching strategy and students' level of exposure to subordinate concepts and relationships. The teaching strategy and relevant knowledge effects on concept acquisition were significant; the strategy-length effect was not. Specifically, characterization strategies were more effective than exemplification strategies, and students' test performance increased as levels of relevant knowledge increased. Furthermore, exemplification moves were more effective for students with low relevant knowledge, and characterization moves were more effective for students with high relevant knowledge. The results supported John Kolb's model of concept-teaching strategies.
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