Abstract
The relative efficacy of four instructional strategies for promoting higher levels of awareness of mathematical concepts was investigated with 182 students in freshman mathematics at Indiana State University. The four strategies were identified on the basis of the kinds and sequences of the two major categories of moves employed, i.e., characterization moves and exemplification moves. Four programmed booklets were prepared, each designed to teach selected concepts using one of the four strategies. A test was constructed to measure the attainment of the concepts at each of three levels of understanding; (I) knowledge and comprehension; (II) application; and (III) analysis, synthesis, and evaluation. The characterization strategy was found to be most effective for promoting the awareness of concepts at Level I. No other significant differences were found.
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