An unexpected relationship between failure and subsequent mathematics learning

135 high schoolSs were presented with one of three treatment programs: rule (R); rule, then discovery (RD); and discovery, then rule (DR). AllSs were tested on the training rules and on three transfer problems. No significant differences were found on the transfer problems, but the R and RDSs learned the training rules better than the DRSs (p<0.01). It was proposed that failure on the discovery task may have had an inhibiting effect on subsequent learning on the R program.The authors wish to thank the students who participated in the experiment, the members of a teachers' research seminar supported by a government grant to the Montgomery County Instructional Center, and particularly to Mr. Philip Beck and Mr. Philip O'Neil without whose help and cooperation the study could not have been conducted.     

Classroom contextual effects of race on children's peer nominations

Black children generally receive poorer sociometric nominations compared with Whites. This effect is not fully understood because Black children rarely hold a classroom majority and teachers' race is rarely investigated. Research from a person-environment perspective suggests that the effects of children's race depend on the racial composition of the classroom and society's racial attitudes. Sociometric nominations were obtained from 1,268 5th graders, between 9 and 11 years old (53% Black), across 57 classrooms (3-95% Black students). Half of the teachers were Black. The results indicated that ratings of Black children were more influenced by the racial context of classrooms than were ratings of White children. The implications of this study are discussed in relation to group dynamics and racial discrimination.