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A Review of Keller Principles with Reference to Mathematics Courses in Australasia
Author(s) -
Imrie B W,
Blithe T M,
Johnston L C
Publication year - 1980
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.1980.tb00397.x
Subject(s) - statement (logic) , mathematics education , problem statement , computer science , pedagogy , psychology , management science , epistemology , philosophy , economics
This paper considers some treatments and adaptations of Keller's first principles and advocates a mastery requirement for all university courses which are prerequisites for further study. A summary of Keller or PSI Mathematics courses in universities in Australia and New Zealand is given. With reference to the general aim (of mathematical education at universities) of ‘problem‐solving’, there are limitations to the application of a mastery principle which requires an explicit statement of objectives. However, the principle of mastery does offer guidelines for the university teacher, which may be used with conventional timetabled, lecture‐paced teaching methods. A two‐tier structure of assessment is described which incorporates levels of mastery (tier I) and of problem‐solving (tier II).