Longitudinal Investigation of the Shape of Early Mathematical Learning and Role of Classroom Strategic Diversity

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Section 1C Mathematics Roundtable Five (Table 5)

Abstract

Students’ solution strategies are an important part of mathematical competence. Studies has documented intraindividual strategy variability and its significance for learning, but few have addressed the diversity of strategies in classrooms. Part of an investigation of two urban school districts, we studied the shape of children’s learning from kindergarten to second grade and analyzed the relations of their learning to the interindividual strategy diversity in their classrooms. After controlling the influences of demographic variables, specific patterns of classroom strategy diversity ecologies were associated with steeper growth in early mathematics. Findings were consistent with previous research, suggesting the benefits of early diversity followed by the pruning of strategies in later grades.

Authors

• Douglas H. Clements, University of Denver
  Presenting Author

• Yixiao Dong, University of Denver
  Presenting Author

• Julie Sarama, University of Denver
  Non-Presenting Author

• Crystal A Day-Hess, University of Denver
  Non-Presenting Author