Impact of Comparison and Explanation of Multiple Strategies on Learning and Flexibility in Algebra Classrooms

• In Event: 28.027 - Diverse Issues in Algebra Teaching and Learning

Abstract

Research suggests multiple strategies, comparison and explanation support student learning. Thus, we developed a supplemental algebra curriculum comprised of worked example pairs and explanation prompts to increase comparison and interactive discussions in classrooms. We compared student learning and instructional practices in classrooms that used our teacher-led, supplemental curriculum with business-as-usual classrooms. Our approach led to higher levels of comparison and discussion of multiple strategies in treatment classrooms, but students in the control classrooms outperformed students in treatment classrooms on a measure of algebra knowledge. Assessment data and video coding of classroom lessons suggests there were baseline differences in treatment and control classrooms. Future work will examine how treatment teachers’ instructional practices change over time with continued use of our materials.

Authors

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

• Kelley Durkin, Vanderbilt University

• Bethany Rittle-Johnson, Vanderbilt University

• Jon R. Star, Harvard University