Investigating the association between students' strategy use and mathematics achievement |
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| Authors: | Nesrin Sahin Juli K. Dixon Robert C. Schoen |
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| Affiliation: | 1. Department of Mathematics, University of Central Arkansas, Conway, AR, USA;2. School of Teacher Education, University of Central Florida, Orlando, FL, USA;3. School of Teacher Education and Learning Systems Institute, Florida State University, Tallahasse, FL, USA |
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| Abstract: | This observational study used data from 270 second-grade students to investigate the association between students' strategy use for multidigit addition and subtraction and their mathematics achievement. Based on strategies they used during a mathematics interview, students were classified into the following strategy groups: (a) standard algorithm, (b) invented, (c) mixed, and (d) unclassified. We used two-level hierarchical linear regression to investigate the association between students' strategy use and their performance on a standardized test in mathematics. Results indicated that students in the mixed strategy groups had significantly higher mathematics achievement than those in the standard algorithm and the unclassified groups. |
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| Keywords: | elementary mathematics mathematics achievement multidigit addition and subtraction single-digit addition and subtraction student strategies |
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