Flexibility in Problem Solving: The Case of Equation Solving
Star, Jon R.; Rittle-Johnson, Bethany (2008). Learning and Instruction, v18 n6 p565-579. Retrieved from: https://eric.ed.gov/?id=EJ813917
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examining63Students, grade6
Practice Guide
Review Details
Reviewed: June 2019
- Practice Guide (findings for Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Overall Knowledge of Multiple Strategies |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: No Strategy (Prompted) vs. No Strategy (Not Prompted);
|
0.51 |
0.39 |
Yes |
|
|
|
Use of Efficient Strategies--Use of a Shortcut Strategy |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: No Strategy (Prompted) vs. No Strategy (Not Prompted);
|
0.01 |
0.00 |
Yes |
-- |
|
|
Use of multiple strategies |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: No Strategy (Prompted) vs. No Strategy (Not Prompted);
|
0.65 |
0.45 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
All Equations |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: No Strategy (Prompted) vs. No Strategy (Not Prompted);
|
0.68 |
0.72 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Suburban
Study Details
Setting
2 large, suburban middleclass school districts
Intervention Group
Students were encouraged to discover multiple strategies for solving linear equations with one unknown. For example, they were sometimes asked to solve a problem again using a different ordering of steps. The intervention took place over 5 consecutive days during the summer.
Comparison Group
Instead of solving a problem again, students worked on a new problem that was similar in underlying structure. The problems were all linear equations with one unknown.
Practice Guide
Review Details
Reviewed: June 2017
- Practice Guide (findings for Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Use of Efficient Strategies--Use of a Shortcut Strategy |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: Strategy (Not Prompted) vs. No Strategy (Not Prompted);
|
0.21 |
0.00 |
Yes |
|
|
|
Overall Knowledge of Multiple Strategies |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: Strategy (Not Prompted) vs. No Strategy (Not Prompted);
|
0.50 |
0.39 |
No |
-- | |
|
Use of multiple strategies |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: Strategy (Not Prompted) vs. No Strategy (Not Prompted);
|
0.46 |
0.45 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
All Equations |
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students vs. Business as usual |
5 Days |
Full sample: Strategy (Not Prompted) vs. No Strategy (Not Prompted);
|
0.76 |
0.72 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Suburban
Study Details
Setting
2 large, suburban middle-class school districts
Intervention Group
Students received an 8-minute period of strategy instruction, during which a researcher demonstrated the most efficient solution for each of 3 problems involving linear equations with one unknown. The intervention took place over 5 consecutive days during the summer.
Comparison Group
Students solved a new problem that was similar in form to a problem they had previously solved during the first day of instruction. The problems were linear equations with one unknown.
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students
Review Details
Reviewed: April 2015
Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students Practice Guide- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 62%
Male: 38% -
Suburban
Improving Mathematical Problem Solving in Grades 4 Through 8
Review Details
Reviewed: May 2012
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 62%
Male: 38% -
Suburban
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Race White 75%
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