How Would Your Middle-Grades students approach this algebraic thinking task?
Diana V. Lambdin and Kathleen Lynch
Kathleen Lynch and Jon R. Star
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.
Signe E. Kastberg, Beatriz S. D'Ambrosio, Kathleen Lynch-Davis, Alexia Mintos and Kathryn Krawczyk
A Cherry Syrup problem can build links between ratio and graphing.
Michael J. Bossé, Kathleen Lynch-Davis, Kwaku Adu-Gyamfi and Kayla Chandler
Teachers can use rich mathematical tasks to measure students' conceptual understanding.
Diana V. Lambdin, R. Kathleen Lynch and Heidi McDaniel
When asked, “How long do you think it would take you to ride a fifty-mile bicycle race?” a class of Indiana sixth graders offered answers ranging from two to twelve hours. Some admitted that their answers were blatant guesses, whereas others offered interesting and thoughtful rationales for their estimates: a car can drive fifty miles in about one hour, and a cyclist might take twice as long for the same distance; because bicycling on hills is tiring, race times will depend on how hilly the course is; and an individual race takes longer than a relay race because team members can take turns bicycling and resting.
Lisa L. Poling, Tracy Goodson-Espy, Chrystal Dean, Kathleen Lynch-Davis and Art Quickenton
An exploration and development cycle emphasizing the use of concept maps for subtraction can expand preservice teachers' understanding.