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

View More View Less
  • 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;

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

(Corresponding author is Lynch author is Star
Journal for Research in Mathematics Education


All Time Past Year Past 30 Days
Abstract Views 28 28 12
Full Text Views 5 5 0
PDF Downloads 8 8 0
EPUB Downloads 0 0 0