Effects of Encouraging Comparison and Explanation of Multiple Strategies on Instructional Practices in Algebra Classrooms

• In Event: Millennium Hotel Roundtable Session 7
  In Roundtable Session: Issues in Algebra Learning and Instruction

Abstract

Theories on algebra learning have not presented an explicit focus on flexibility in the use of strategies. Procedural flexibility, the ability to know multiple strategies and select the most appropriate strategy, is an important component of mathematics learning. We developed a theory of algebra learning that emphasizes the importance of multiple strategies, comparison and explanation. We investigate how use of materials designed to encourage comparison and discussion affected instruction. Generally, our materials worked as intended to increase comparison, support flexibility, and increase teacher questioning and student responding. Increasing teachers' level of interaction in the classroom was more difficult, even with our materials. Future work will determine whether these instructional practices will lead to improved student learning in algebra.

Authors

• Kelley Durkin, Vanderbilt University

• Abbey M. Loehr, Washington University in St. Louis

• Bethany Rittle-Johnson, Vanderbilt University

• Jon R. Star, Harvard University