The Effectiveness of Discovery and Expository Methods in the Teaching of Fourth-Grade Mathematics

Abstract

The experiment involved fourth-grade pupils studying mathematics with emphasis upon principles and relationships. 1 group of 190 pupils was taught for 31 weeks through a Discovery Approach while another 184 pupils used an Expository Approach.The 13 teachers were rated on a scale measuring the degree to which each succeeded in using the method to which she had been assigned. Pupils were tested on intelligence, attitudes toward mathematics, and performance in mathematics involving computation, concepts, applications, and principles and relationships.Analysis of the data through multiple analysis of covariance showed Expository pupils were significantly better in computation, and Discovery pupils were significantly better in retention of ability to apply mathematics (p<.05p<.05).When interaction effects were studied through the use of regression slopes, pupils scoring lower on the pretest on computation and applications improved more under the Expository Approach; those scoring lower on concepts gained more under the Discovery Approach. On principles and relationships, the Discovery pupils gained at a greater ratio throughout the study.