
06454549
j
2015d.00113
Lynch, Kathleen
Star, Jon R.
Views of struggling students on instruction incorporating multiple strategies in Algebra I: an exploratory study.
J. Res. Math. Educ. 45, No. 1, 618 (2014).
2014
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
C23
H33
F53
I23
D53
C33
algebra
problem solving
learning strategies
middle school students
teaching methods
attitudes
algebraic thinking
struggling learners
http://www.nctm.org/publications/article.aspx?id=40281
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.