Views of Struggling Students on Instruction Incorporating Multiple Strategies in Algebra I: An Exploratory Study

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  • 1 Harvard Graduate School of Education

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.

Contributor Notes

Kathleen Lynch, Harvard Graduate School of Education, Harvard University, 211 Longfellow Hall, 13 Appian Way, Cambridge, MA, 02138; kathleen_lynch@mail.harvard.edu

Jon R. Star, Harvard Graduate School of Education, Harvard University, 442 Gutman Library, 6 Appian Way, Cambridge, MA, 02138; jon_star@harvard.edu

(Corresponding author is Lynch kathleen_lynch@mail.harvard.edu)(Corresponding author is Star jon_star@harvard.edu)
Journal for Research in Mathematics Education

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