Views of struggling students on instruction incorporating multiple strategies in Algebra I: An exploratory study

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Views of struggling students on instruction incorporating multiple strategies in Algebra I: An exploratory study

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Title: Views of struggling students on instruction incorporating multiple strategies in Algebra I: An exploratory study
Author: Lynch, Kathleen Helen; Star, Jon R

Note: Order does not necessarily reflect citation order of authors.

Citation: Lynch, K., & Star, J.R. 2013. Views of struggling students on instruction incorporating multiple strategies in Algebra I: An exploratory study. Journal for Research in Mathematics Education.
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Abstract: 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 six 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.
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:10989382
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