Relating Field Independence and a Discovery Approach to Learning Mathematics: A Trait-treatment Interaction Study.

Preservice elementary teachers enrolled in a mathematics course were randomly assigned to one of two treatment groups for instruction on computation in bases other than 10. Group 1 (Min-M) involved minimal guidance and a concrete level of abstraction, while group 2 (Max-S) had a large amount of guidance and dealt with concepts at a symbolic level. Subjects in both groups were given pretests, posttests, and a measure of field independence (hidden figures). Results were analyzed using multiple regression techniques and supported the hypothesis that field-independent students would learn more in the Min-M group, while field-dependent students would learn more if assigned to the Max-S treatment. (SD)