January 2014, Vol. 45, Issue 1
BRIEF REPORT: Views of Struggling Students on Instruction Incorporating Multiple Strategies in Algebra I: An Exploratory Study
Kathleen Lynch and Jon R. Star
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, the authors explore how 6 struggling students viewed the practice of learning multiple strategies at the end of a yearlong algebra course that emphasized this practice.
This article is available to members of NCTM who subscribe to
Journal for Research in Mathematics Education. Don't miss out—join now or upgrade your membership. You may also purchase this article now for online access.
Log In/Create Account
Purchase Article