Strategy Diversity in Early Mathematics Classrooms

• In Event: AERA Poster Session 4
  In Poster Session: Mathematics Education Research Poster Session 1

Abstract

Although research has considered the effectiveness and variability of the strategies used by an individual student, far less is known about the influence of classroom-level strategic diversity. That is, if students within a given classroom enact strategies that differ from one another, would the level of that strategic diversity be a positive or negative predictor of student performance and would that relation vary depending on other factors (e.g., age)? We examine the influence on student achievement of classroom level strategic processing diversity within the context of early-childhood mathematics education. We present a novel approach to quantifying classroom strategy diversity and examine three hypotheses regarding the relations of strategy diversity in classrooms to students’ concurrent and subsequent math achievement.

Authors

• Julie Sarama, University of Denver

• Denis Dumas, University of Denver

• Douglas H. Clements, University of Denver

• Yixiao Dong, University of Denver

• Holland Windels Banse, University of Alabama

• Crystal A Day-Hess, University of Denver