Further Work on Verbalization of Discoveries

Two studies that sought further information on the question of whether verbalizing a discovered generalization influences one's subsequent ability to use the generalization are reported. Verbalizing methods considered were writing, reading, and no-verbalizing. A total of 140 college subjects we...

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Bibliographic Details
Published in:Journal for research in mathematics education 1975-11, Vol.6 (4), p.222-227
Main Author: Sowder, Larry
Format: Article
Language:English
Subjects:
Mathematics education
Statistics
Teachers
Verbalization
Online Access:Get full text
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Summary:Two studies that sought further information on the question of whether verbalizing a discovered generalization influences one's subsequent ability to use the generalization are reported. Verbalizing methods considered were writing, reading, and no-verbalizing. A total of 140 college subjects were given 3 shortcuts to discover. Proportions of correct responses on immediate and 1-week retention tests made up of items amenable to the shortcuts were compared. Only isolated significant differences appeared. The bulk of the research indicates that how or whether one verbalizes a discovery does not affect subsequent ability to use the discovery.
ISSN:0021-8251
1945-2306
DOI:10.2307/748697