Cracking the Code: Identifying Challenging Math Topics and Knowledge Types Through Students’ Problem-Solving Performance

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Mathematics Content and Pedagogy (Table 7)

Abstract

Fractions remain challenging for many students; however, it is unclear what students’ relative performance is on fractions versus other topics. We examined student performance in numerous topics to determine areas for improvement across procedural, conceptual, and flexible forms of knowledge. Students (N=734) solved problems within ASSISTments, an online homework platform. Problems were coded as procedural, conceptual, or procedural flexibility to determine differences in performance by problem type. Results indicated that problems that included order of operations, distribution, factoring, and algebraic equation solving were less likely to be solved accurately than addition and multiplication problems. Procedural flexibility problems were less likely to be solved correctly compared to conceptual problems. Findings provide insights into where students struggle in mathematics.

Authors

• Dana Miller-Cotto, University of California - Berkeley

• Jenny Yun-Chen Chan, The Education University of Hong Kong

• Josh Medrano, University of California - Berkeley