Teachers' views about multiple strategies in middle and high school mathematics: Perceived advantages, disadvantages, and reported instructional practices

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Teachers' views about multiple strategies in middle and high school mathematics: Perceived advantages, disadvantages, and reported instructional practices

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Title: Teachers' views about multiple strategies in middle and high school mathematics: Perceived advantages, disadvantages, and reported instructional practices
Author: Lynch, Kathleen Helen; Star, Jon R

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

Citation: Lynch, K., & Star, J.R. 2013. Teachers' views about multiple strategies in middle and high school mathematics: Perceived advantages, disadvantages, and reported instructional practices. Mathematical Thinking and Learning.
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Abstract: Despite extensive scholarship about the importance of teaching mathematics with multiple strategies in the elementary grades, there has been relatively little discussion of this practice in the middle and high school levels or in the context of introductory algebra. This paper begins our exploration of this practice by addressing the following questions: (1) What do middle and high school Algebra I teachers describe as the advantages of instruction that includes a focus on multiple strategies?; and (2) What disadvantages to this practice do these teachers describe?. Our analysis, based on the data from interviews (N=13) and surveys (N=79) conducted with experienced middle and secondary mathematics teachers, indicates that middle and secondary math teachers’ reported views surrounding multiple strategies appear to differ in important ways from those typically associated with teaching with multiple strategies in the elementary grades.
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:10989383
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