Differences in Multiplication Strategies Among High-, Average-, and Low-Performing Elementary School Students

• In Event: Division C Section 1C: Mathematical Skills and Problem-Solving in the Elementary Grades

Abstract

Students who develop number sense and learn to use efficient strategies at an early age are more likely to perform better in mathematics. This study explored the differences in strategy use by students with differing levels of math achievement. Specifically, it sought to understand whether there were notable differences in strategy selection, recognition, and execution between high-, average-, and low-performing students. The results suggested that there were significant differences in strategy selection, recognition, and execution between students with different math performance levels. Therefore, future research should continue to examine the factors that contribute to strategy use differences between students and focus on understanding the development of strategy use. Understanding strategy use differences will help educators develop more effective instructional strategies.

Authors

• Yi Ding, Fordham University

• Edward Liu, Fordham University

• Alesia Mickle Moldavan, Georgia Southern University

• Chun Zhang, Fordham University