Evaluating the Effectiveness of Multiple Solution Methods for Undergraduate Trinomial Factoring Performance

• In Event: Analyzing Mathematical Experiences in Higher Education: Undergraduate and Graduate Perspectives

Abstract

This mixed-methods study examined the effectiveness of a multiple solution methods intervention on factoring trinomials among 39 undergraduate students in intermediate algebra courses. While most multiple solution methods research has focused on K-12 education, this study demonstrates its applicability to developmental mathematics courses. Using the Compare and Discuss Multiple Strategies framework, students learned six factoring methods for a=1 and seven methods for a≠1 trinomials over three weeks. Pre- to post-test comparisons revealed significant performance improvements for both trinomial types. Method selection patterns shifted from single-method dependency to strategic flexibility, with students adopting diverse method combinations. Qualitative findings revealed students valued simplicity and efficiency. The findings indicate that multiple solution methods enhance students' factoring abilities and strategic decision-making in developmental mathematics courses.

Authors

• Eunmi Joung, Utah Valley University

• Mia Kang, Utah Valley University

• B. Jasmine Park, American Institutes for Research