Comparing and Discussing Multiple Strategies: An Approach to Improving Algebra Instruction (Record no. 44768)
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| fixed length control field | 02445nam a22002657a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231107124328.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231106b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0022-0973 |
| 037 ## - SOURCE OF ACQUISITION | |
| Source of stock number/acquisition | RIEBPL Library |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.5 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Kelley Durkin et al... |
| 245 ## - TITLE STATEMENT | |
| Title | Comparing and Discussing Multiple Strategies: An Approach to Improving Algebra Instruction<br/> |
| Remainder of title | (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | USA |
| Name of publisher | : Taylor and Francis Group and Routledge |
| Year of publication | ,March 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 1-19 p. |
| 490 ## - SERIES STATEMENT | |
| Series statement | The Journal of Experimental Education, Volume 91,2023 number 1 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract-<br/><br/>Productive learning of algebra is supported when students reflect on multiple strategies, compare them and discuss the rationale behind and relative merits of particular strategies. Comparison and Discussion of Multiple Strategies (CDMS) is an instructional approach designed to support these processes in math classrooms. In the current study, 16 Algebra I teachers received professional development and supplemental materials to support CDMS when teaching a unit on linear equation solving and 475 of their students completed assessments of their linear equation solving knowledge before and after the unit. Thirteen Algebra I teachers and their 359 students were the business-as-usual control group. CDMS increased how often teachers engaged their students in comparison of multiple strategies, sustained small group work, and sustained mathematical discussions. Students in CDMS classrooms also had higher knowledge of linear equations on the posttest, particularly procedural flexibility, even after controlling for pretest knowledge and school demographic differences. Thus, encouraging teachers to regularly compare and discuss multiple strategies increases students’ algebra learning. Findings highlight the need to expand theories of algebra learning to include attention to procedural flexibility, illustrate an instructional theory and method to promote broader learning about algebra, and provide evidence for effective instructional practices.<br/><br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Classroom intervention |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | comparison |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | discussion mathematics education |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | multiple strategies |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | procedural flexibility |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1903377?needAccess=true |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Full call number | Koha item type |
|---|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 07.11.2023 | 370.5 | Periodicals |