000			02445nam a22002657a 4500
005			20231107124328.0
008			231106b ||||| |||| 00| 0 eng d
022			_a0022-0973
037			_bRIEBPL Library
082			_a370.5
100			_aKelley Durkin et al...
245			_aComparing and Discussing Multiple Strategies: An Approach to Improving Algebra Instruction _b(Journal Article)
260			_aUSA _b: Taylor and Francis Group and Routledge _c,March 2023
300			_a1-19 p.
490			_aThe Journal of Experimental Education, Volume 91,2023 number 1
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- 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.
650			_a Classroom intervention
650			_acomparison
650			_adiscussion mathematics education
650			_amultiple strategies
650			_aprocedural flexibility
856			_u https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1903377?needAccess=true
942			_cPER
999			_c44768 _d44767