The Interaction of Field Independence with Discovery Learning in Mathematics

Abstract

This study tested the hypothesis that students with a field-independent cognitive style would learn most about numeration systems if they had minimum guidance and maximum opportunity for discovery through the use of manipulative materials. Field-dependent students were expected to perform best with maximum guidance and a symbolic treatment. Data were gathered on 46 prospective elementary school teachers who had been randomly assigned to the two treatment groups. Multiple regression analysis revealed a significant disordinal interaction for one of two achievement measures. The interaction supported the hypothesis that field-independent students achieve most in a discovery treatment, and field-dependent students learn best in expository instruction.

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