February 1975
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Mathematics Teacher Learning and Teaching PK-12
It is often assorted that the mathematics student who has been led to discover a generalization is more likely to understand, appreciate, and retain it than the student to whom it is presented in an expository manner. If this assertion is true, even for a limited class of “readily discoverable” generalizations, it behooves the mathematics teacher to consider a discovery approach to a theorem that he wants his class to learn.