Teachers' Views about Multiple Strategies in Middle and High School Mathematics

Autor/inn/en	Lynch, Kathleen; Star, Jon R.
Titel	Teachers' Views about Multiple Strategies in Middle and High School Mathematics
Quelle	In: Mathematical Thinking and Learning: An International Journal, 16 (2014) 2, S.85-108 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2014.889501
Schlagwörter	Teacher Attitudes; Mathematics Instruction; Educational Strategies; Teaching Methods; Algebra; Introductory Courses; Secondary School Mathematics; Educational Practices; Instructional Effectiveness; Barriers; Interviews; Teacher Surveys; Teacher Workshops; Individual Differences; Mathematical Aptitude; Success; Motivation; Efficiency; Resistance (Psychology); Middle School Teachers; Secondary School Teachers; Massachusetts + Suchen Sie Ihr Suchwort? Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Bildungspraxis; Unterrichtserfolg; Interviewing; Interviewtechnik; Individueller Unterschied; Erfolg; psychologische; Motivation (psychologisch); Effectiveness; Effektivität; Wirkungsgrad; Resistenz; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Master-Studiengang
Abstract	Despite extensive scholarship about the importance of teaching mathematics with multiple strategies in the elementary grades, there has been relatively little discussion of this practice in the middle and high school levels or in the context of introductory algebra. This article begins our exploration of this practice by addressing the following questions: (1) What do middle and high school Algebra I teachers describe as the advantages of instruction that includes a focus on multiple strategies?; and (2) What disadvantages to this practice do these teachers describe? Our analysis, based on the data from interviews (N = 13) and surveys (N = 79) conducted with experienced middle and secondary mathematics teachers, indicates that middle and secondary math teachers' reported views surrounding multiple strategies appear to differ in important ways from those typically associated with teaching with multiple strategies in the elementary grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10