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.
Kathleen Lynch, Harvard Graduate School of Education, Harvard University, 211 Longfellow Hall, 13 Appian Way, Cambridge, MA, 02138; firstname.lastname@example.org
Jon R. Star, Harvard Graduate School of Education, Harvard University, 442 Gutman Library, 6 Appian Way, Cambridge, MA, 02138; email@example.com