Discovery Learning in Kindergarten Mathematics.

The discovery learning hypothesis, when applied to mathematical concepts, suggests that if subjects are presented with learning situations where they may derive for themselves the rules or principles to be learned, they will learn better, retain the learning longer, and more readily transfer their learning to new situations. In most cases, the advantages of the discovery method have been thought to be mediated through motivational variables or through sets established during previous experience in learning situations. Bruner (1961), for example, believes that such methods arouse one's competence motivation. Kendler (1966) states that discovery methods should be superior because they cause the learner to structure his experience in his own language patterns. Kagan (1966), referring to Festinger's cognitive dissonance theory, suggests that discovery learners are most rewarded by their learning because they work hard to achieve it. Ausubel (1963, p. 144), although a staunch defender of expository teaching, agrees that under certain conditions discovery methods should be somewhat superior because of the motivation and effort that may be associated with them. Whether a student's motivation is involved has seldom been evaluated