Using comparison to develop flexibility for teaching algebra |
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Authors: | Christopher Yakes and Jon R Star |
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Institution: | (1) Department of Mathematics & Statistics, California State University Chico, Holt 202, Chico, CA 95929-0525, USA;(2) Harvard Graduate School of Education, 442 Gutman Library, 6 Appian Way, Cambridge, MA 02138, USA |
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Abstract: | In this paper, we describe a one-day professional development activity for mathematics teachers that promoted the use of comparison
as an instructional tool to develop students’ flexibility in algebra. Effective use of comparison in mathematics instruction
involves using side-by-side presentation of problems and solution methods and subsequent student discussion of these multiple
solution methods to highlight the similarities and differences among problem-solving techniques. The goals of the professional
development activity were to make teachers aware of how to use comparison effectively in their instruction, as well as to
impact teachers’ own flexibility in algebra by using comparison instructionally during the professional development. Our analysis
of teachers’ experiences in the professional development activity suggests that when teachers were presented with techniques
for effective use of comparison, their own understanding of multiple solution methods was reinforced. In addition, teachers
began to question why they relied exclusively on one familiar method over others that are equally effective and perhaps more
efficient and started to draw new connections between problem-solving methods. Finally, as a result of experiencing instructional
use of comparison, teachers began to see value in teaching for flexibility and reported changing their own teaching practices. |
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