A study in England attempted to determine the "right" method for teaching mathematics. A random sample of 248 students was chosen from the school at large. The students were randomly assigned to one of two classes. At the beginning of the research, the students had experienced the same mathematical approaches, they demonstrated the same levels of mathematics achievement, and there were no differences in gender, ethnicity, or social class.

In one class, teachers taught mathematics through lectures and textbooks. This was the traditional group. Discipline standards were very high, and the stu

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A study in England attempted to determine the "right" method for teaching mathematics. A random sample of 248 students was chosen from the school at large. The students were randomly assigned to one of two classes. At the beginning of the research, the students had experienced the same mathematical approaches, they demonstrated the same levels of mathematics achievement, and there were no differences in gender, ethnicity, or social class.

In one class, teachers taught mathematics through lectures and textbooks. This was the traditional group. Discipline standards were very high, and the stu

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