Student Strategy Choices on a Constructed Response Algebra Problem

Autor/inn/en	Ross, Dan; Reys, Robert; Chavez, Oscar; McNaught, Melissa D.; Grouws, Douglas A.
Titel	Student Strategy Choices on a Constructed Response Algebra Problem
Quelle	In: School Science and Mathematics, 111 (2011) 8, S.389-398 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2011.00104.x
Schlagwörter	Algebra; Problem Sets; Problem Solving; Mathematical Applications; Educational Strategies; Learning Strategies; Grade 10; Grade 8; Grade 9; Student Improvement; Achievement Gains; Longitudinal Studies; Cognitive Style; Critical Thinking; Thinking Skills; Mathematical Aptitude; Mathematics Achievement; Mathematics Skills + Suchen Sie Ihr Suchwort? Problemstellung; Problemlösen; Angewandte Mathematik; Innermathematische Anwendung; Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Achievement gain; Leistungssteigerung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Cognitive styles; Kognitiver Stil; Kritisches Denken; Denkfähigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability
Abstract	A central goal of secondary mathematics is for students to learn to use powerful algebraic strategies appropriately. Research has demonstrated student difficulties in the transition to using such strategies. We examined strategies used by several thousand 8th-, 9th-, and 10th-grade students in five different school systems over three consecutive years on the same algebra problem. We also analyzed connections between their strategies and their success on the problem. Our findings suggest that many students continued to struggle with algebraic problems, even after several years of instruction in algebra. Students did not reflect the anticipated growth toward the consistent use of efficient strategies deemed appropriate in solving this problem. Instead a surprisingly large number of students continued to rely on strategies such as guessing and checking, or offered solutions that were unintelligible or meaningless and not useful to the researchers. Even those students who used algebraic strategies consistently did not show the anticipated improvement of performance that would be expected from several years of continuing to study mathematics. (Contains 3 figures, 1 table, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10