A Comparison of Strategic Development for Multiplication Problem Solving in Low-, Average-, and High-Achieving Students

• In Event: Assessment and Instruction of Problem-Solving Skills

Abstract

The present study investigated the differences of strategy use between low-,
average-, and high-achieving students when solving different multiplication problems.
Nineteen high-, 48 average-, and 17 low-achieving students participated in this study. All
participants were asked to complete three different multiplication tests and to explain how
they solved these problems. Results suggested that low achievers used incorrect operation
strategies more frequently, indicating a lack of conceptual understanding of multiplication.
High-achieving students demonstrated greater flexibility in problem-solving and were more
accurate in performing direct retrieval or math algorithm strategies. Results were discussed
about improving low achievers’ use of advanced strategies, enhancing their flexibility in
choosing strategies and improving students’ accuracy in using direct retrieval or math
algorithms.

Authors

• Dake Zhang, Rutgers University

• Yi Ding, Fordham University

• David Elm Barrett, Clemson University