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dc.contributor.authorLynch, Kathleen Helen
dc.contributor.authorStar, Jon R
dc.date.accessioned2013-08-30T18:01:46Z
dc.date.issued2013-08-30
dc.identifier.citationLynch, 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.en_US
dc.identifier.issn0021-8251en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:10989382
dc.description.abstractAlthough 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.en_US
dc.language.isoen_USen_US
dash.licenseOAP
dc.titleViews of struggling students on instruction incorporating multiple strategies in Algebra I: An exploratory studyen_US
dc.typeJournal Articleen_US
dc.description.versionAccepted Manuscripten_US
dc.relation.journalJournal for Research in Mathematics Educationen_US
dash.depositing.authorStar, Jon R
dc.date.available2013-08-30T18:01:46Z
dc.identifier.doi10.5951/jresematheduc.45.1.0006
dash.contributor.affiliatedStar, Jon
dash.contributor.affiliatedLynch, Kathleen


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