Showing papers on "Exemplification published in 1973"

Human reciprocity. An Arctic exemplification.

Abstract: More than 99% of mankind's existence on Earth has been founded upon a hunting economy and a hunting settlement type of social life. Thus, our basic human institutions and behavior patterns have been formed in a social environment characterized by extensive sharing—an essential technique of survival among our hunting ancestors. This paper will present case material regarding such social phenomena, and will assert that these phenomena are basic to human nature. It will also attempt to place the data into a context of drastic sociocultural changes; finally, it will extend these findings to an assessment of an urgent—and quite general—survival problem of contemporary society: the task of creating new types and patterns of human sharing.

A Comparison of Three Strategies for Teaching a Selected Mathematical Concept to Students in College Algebra.

Abstract: Henderson (1967) has proposed that instructional dialogue used by teachers to promote the attainment of mathematical concepts can be analyzed and subdivided into functionally different segments. Each segment is called a move, and a sequence of such moves comprises an instructional strategy for teaching the concept. Henderson identifies fourteen moves divided into two main categories-characterization moves and exemplification moves. In a characterization move, one or more attributes or properties of an object in the referent set of the concept are described and compared. Exemplification moves involve presenting a member or nonmember of the concept's referent set sometimes accompanied by justification. This categorization system provides a basis for analyzing and differentiating between various strategies from the viewpoint of instructional function. Henderson suggests that the model can be used to generate hypotheses that can be tested experimentally. Empirical studies can then be designed that compare the effectiveness of various sequences of moves. In this study, three teaching strategies are compared to determine whether or not there are differences in their effectiveness in facilitating the acquisition and transfer of a mathematical concept. Each of the three strategies selected for this investigation is based upon a particular rationale. Many of the moves and sequences of moves listed in Henderson's model of concept teaching were identified by analyzing tapes of actual classroom concept teaching. One of the most frequently used sequences of moves in classroom situations was found to be an identification move