An empirically derived hierarchy of intraconcept relationships : whole number division

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dc.contributor.advisorAustin, Addie E.
dc.contributor.advisorUnderhill, Robert G.
dc.contributor.committeeMemberFriedberg, Michael
dc.contributor.committeeMemberShores, Jay H.
dc.creatorHill, Tommie Ann
dc.date.accessioned2023-01-17T18:30:23Z
dc.date.available2023-01-17T18:30:23Z
dc.date.copyright1976-08
dc.date.issued1976
dc.description.abstractThe primary purpose of this investigation was to use a process involving intraconcept analysis and indirect validation procedures to generate and validate a hierarchy of mathematical relationships related to the traditional long division method. This study considered division with a one digit whole number divisor and a whole number dividend with at most three digits. Previous research supported the theory cf the hierarchical structure of knowledge. A sequence of subordinate tasks in a learning hierarchy should describe a program that will accomplish curriculum objectives. Therefore, the task seemed to be that researchers must validate a hierarchy in order to develop optimal instructional sequences. An instrument with K-R 21 reliability .95 consisting of 30 tasks based on the intraconcept analysis was constructed and administered to 744 subjects in grades 5, 7, and 9 in thirteen elementary and junior high schools of the Houston Independent School District. The analysis of data used the results from only the subjects who did not answer all tasks correctly or all tasks incorrectly (N=468). Item means yielded a linear ordering of the tasks based on the proportion of students answering each task correctly. From this ordering a nesting pattern was discerned based on nine factors related to the long division task using only the traditional method. There is a progressive nesting of the following variables in this order: [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other3323625
dc.identifier.urihttps://hdl.handle.net/10657/13530
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.titleAn empirically derived hierarchy of intraconcept relationships : whole number division
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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