Distinguishing concrete and formal operational thinking in terms of logical reasoning ability, attitude toward mathematics, and G.P.A. in preservice teachers

dc.contributor.advisorCreswell, John L.
dc.contributor.committeeMemberChiappetta, Eugene L.
dc.contributor.committeeMemberFrankiewicz, Ronald G.
dc.contributor.committeeMemberWeinstein, Joshua
dc.creatorSilverman, Fredrick Lee
dc.date.accessioned2022-12-13T20:25:21Z
dc.date.available2022-12-13T20:25:21Z
dc.date.copyright1978-12
dc.date.issued1978
dc.description.abstractThis research was designed for the purpose of determining if there are certain logical reasoning characteristics, affective qualities, or achievement measures in which differences in concrete and formal operational thinking can be described. In particular, a profile consisting of the five subscales of the Watson-Glaser Critical Thinking Appraisal, two attitudinal dimensions inherent in the Aiken and Dreger Mathematics Attitude Scale, and Grade Point Average was examined for potential of discriminating the various substages of concrete and formal operational thinking. The research would further summarize various attributes of college students in general, and of preservice teachers in particular. In addition, certain implications for research, changes in instructional format, modification of expectations, and the like were expected. Additionally, an examination of one's preference for consistency in a mathematical system was included so that notions of cognitive development could be interpreted in terms of a mathematical concept. [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other4372523
dc.identifier.urihttps://hdl.handle.net/10657/12922
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.titleDistinguishing concrete and formal operational thinking in terms of logical reasoning ability, attitude toward mathematics, and G.P.A. in preservice teachers
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

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