AN EXPERIMENTAL STUDY OF SCHEMATIC TEACHING STRATEGY

An experimental comparative study was made among 113 second year students in senior high to analyze the effect of schematic teaching on conceptual study. The result showed that: 1) Schematic theory was of universal and guiding significance in the students' study of mathematical concept; 2) Schematic teaching strategy was more advantageous than conventional teaching strategy to the students' study of mathematical concept; 3) Teaching students how to construct schema was an effective way to help with the slower students.