id: 06454549
dt: j
an: 2015d.00113
au: Lynch, Kathleen; Star, Jon R.
ti: Views of struggling students on instruction incorporating multiple
strategies in Algebra I: an exploratory study.
so: J. Res. Math. Educ. 45, No. 1, 6-18 (2014).
py: 2014
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: C23 H33 F53 I23 D53 C33
ut: algebra; problem solving; learning strategies; middle school students;
teaching methods; attitudes; algebraic thinking; struggling learners
ci:
li: http://www.nctm.org/publications/article.aspx?id=40281
ab: Summary: Although policy documents promote teaching students multiple
strategies for solving mathematics problems, some practitioners and
researchers argue that struggling learners will be confused and
overwhelmed by this instructional practice. In the current exploratory
study, we explore how 6 struggling students viewed the practice of
learning multiple strategies at the end of a yearlong algebra course
that emphasized this practice. Interviews with these students indicated
that they preferred instruction with multiple strategies to their
regular instruction, often noting that it reduced their confusion. We
discuss directions for future research that emerged from this work.
rv: