Direct Instructions on a Math Task is Efficient, but Restricts Creativity of Some Elementary Students

• In Event: AERA Poster Session Thursday 7:45am
  In Poster Session: Professional Learning and Instruction in Mathematics Education

Abstract

This study examined whether different instructional strategies affect 1st through 3rd grade students’ (N = 541) math problem-solving behavior. Children were randomly assigned to one of three instructional conditions: a worked example, an accidental worked example, or a no-instruction condition. Children then completed a series of math tasks that required flexible use of addition and subtraction strategies. Students in the no-instruction condition typically took longer to complete the task at first. However, 2nd grade students in the worked example condition were less likely to produce a novel problem-solving strategy on a subsequent task. The results suggest that while some teaching strategies yield efficient math problem-solving from students, it might be at the cost of other desirable outcomes like creativity.

Authors

• Andrea K Wikle, University of Georgia

• Michael M. Barger, University of Georgia

• Shannon Clark, University of Georgia