id: 02301147
dt: j
an: 1993f.03011
au: Kolstad, R.K.; Briggs, L.D.; Hughes, S.
ti: Direct instruction can produce critical thinking in mathematics.
so: J. Instr. Psychol. 19, No. 4, 262-265 (1992).
py: 1992
pu: V-U Publ., Mobile, AL
la: EN
cc: D42
ut:
ci:
li:
ab: Direct instruction involves specific activities employed to produce
specific results. This tight coupling between stimulus and response
lends itself most readily to the teaching of skills on a low cognitive
level, for example, teaching a student to count, to recognize when a
number is upside down, or to recognize the number word for a digit.
Indeed, excessive usage of direct instruction for such elementary tasks
has prompted critics of direct instruction to label such training as
unsuitable for higher order thinking. This article demonstrates the use
of direct instruction for the learning of critical thinking skills
concerning time. Specifically, the clock face is drawn as a number line
divided both into 12 and 60 equal segments. Critical skills can be
taught with these six commands: Relate the face of the clock with the
number line 12 for hours; relate the face of the clock with the number
line through 60 for minutes; tell time by the hour; tell time by the
minute; understand the difference between a.m. and p.m.; solve examples
and word problems involving time. (orig.)
rv: