Understanding the Development of Flexibility in Struggling Algebra Students

Autor/inn/en	Newton, Kristie Jones; Star, Jon R.; Lynch, Kathleen
Titel	Understanding the Development of Flexibility in Struggling Algebra Students
Quelle	In: Mathematical Thinking and Learning: An International Journal, 12 (2010) 4, S.282-305 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
Schlagwörter	Familiarity; Algebra; Mathematics Instruction; Summer Programs; Problem Solving; Interviews; Student Attitudes; Mathematics Skills; Prior Learning; Knowledge Level; Remedial Mathematics; Secondary School Mathematics; High School Students; At Risk Students; Equations (Mathematics); Cognitive Processes + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Sommerkurs; Problemlösen; Interviewing; Interviewtechnik; Schülerverhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Vorkenntnisse; Wissensbasis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Equations; Mathematics; Gleichungslehre; Cognitive process; Kognitiver Prozess
Abstract	The ability to flexibly solve problems is considered an important outcome for school mathematics and is the focus of this paper. The paper describes the impact of a three-week summer course for students who struggle with algebra. During the course, students regularly compared and contrasted worked examples of algebra problems in order to promote flexible use of solution strategies. Assessments were designed to capture both knowledge and use of multiple strategies. The students were interviewed in order to understand their rationales for choosing particular strategies as well as their attitudes toward instruction that emphasized multiple strategies. Findings suggest that students gained both knowledge of and appreciation for multiple strategies, but they did not always use alternate strategies. Familiarity, understandability, efficiency, and form of the problem were all considerations for strategy choice. Practical and theoretical implications are discussed. (Contains 3 tables, 4 figures, and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10