Abstract
These researchers explored ways of adapting instruction to individual students. In one experiment, as an incentive for focusing on more difficult learning tasks, they assigned more points to tasks predicted to be difficult for the student. In a second experiment, they varied both incentives and number of examples offered to demonstrate the tasks, again on the basis of pretest scores. Included is a discussion of how the findings-that both techniques are beneficial—can be applied in classroom instruction.
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The authors acknowledge the contribution of Duncan N. Hansen, who directed the research project involving performance of the present studies and participated in the writing of earlier drafts. Requests for reprints should be sent to Steven M. Ross, Foundations of Education, Memphis State University.
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Ross, S.M., Rakow, E.A. Adaptive Instructional Strategies for Teaching Rules in Mathematics. ECTJ 30, 67–74 (1982). https://doi.org/10.1007/BF02767423
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DOI: https://doi.org/10.1007/BF02767423