Embed Size (px)
Citation preview
Exploring How Complex Instruction Affects Mathematical Problem Solving Persistence
Presentation by Marilyn GilmanMarch 13, 2010
Why is Persistence in Mathematical Problem Solving
Important?
Real World Problems
Achievement Tests Creative
Persistence
Research on Problem Solving Schooling Effects (Schoenfeld, TIMMS) Metacognitive Factors (Francisco & Maher)
− Selfregulation− Ownership of strategies− Collaboration may improve metacognition
Affective Factors (Goldin & DeBellis, Jansen)
− Feelings and attitudes− Peer pressure
Complex Instruction
Challenging Tasks Peer Collaboration Status & Accountability
Developed by Elizabeth Cohen (1994)
Complex Instruction Research Two Studies
Problem Solving Successful at long
application tasks Students report
persistence is key to math success
(Boaler & Staples, 2008)
Student Motivation Students adopted
goal orientation towards learning
More persistence to face obstacles
(BenAri & Eliassy, 2003)
How does Complex Instruction Affect Students' Mathematical Problem Solving
Persistence?
A Comparison of Two ClassesSix classroom observations
Teacher Interview
Two mathematical tasksObservationsWritten WorkTwo questionnaires
Study ParticipantsComplex Instruction
Class 42% school met math
WASL in 2008 51% low income Mixed ability students
Comparison Class
55% school met math WASL in 2008
30% low income Mixed ability students
Both Classes: Same curriculum, experienced teacher, 26 students,
mostly White, one or two English Language Learners
Two Distinct Learning Experiences
Mathematical Task Complexity and Time Mathematical Discussion
Accountability and Autonomy
Comparison Class Lowcomplexity
math problems Short work time Little mathematical
discourse Individual work and
accountability
Complex Instruction Class
Complex problems Long work time Rich mathematical
discourse Group and
individual work Group & individual
accountability
Two Problem Solving Tasksand Questionnaires
Pairs for problems
Surveys individually
What differences were found in students' problem solving persistence between the
two classes? Time necessary for a difficult problem
Performance while working on tasks
Mathematical strategies used
A Diagram Only Solution
Multiple Strategies
Strategies and Correct Solutions as Indicators of Problem Solving Persistence
Number of Groups with Correct* Solutions for the Second Research Task
Classes Two Solutions
4 1 1 3 3 0 12
1 0 0 4 3 3 11
Four Solutions
Three Solutions
One Solution
Diagram Only Solution**
No CorrectSolutions
TotalGroups
Complex Instruction Class
Comparison Class
* Correct solutions used at least two mathematical strategies to explain how a solution was accurate or not accurate.** Diagrams Only indicate students drew an accurate diagram but, didn't explain the diagram in any way
Number of Strategies used by Student Groups TASK ONE TASK TWO
None 0 0 0 1One 2 2 1 2Two 6 6 0 3Three 2 2 7 4Four 3 1 3 1Five 0 0 1 0
Total Groups 13 11 12 11
Number of Strategies Used
Complex Instruction
Comparison Class
Complex Instruction
Comparison Class
Strategies used: calculations, counting boxes, counting columns, diagrams, written verbal explanations, formulas, labels, measurements, patterns
Complex Instruction:A Promising Practice
Confirms Boaler & Staples (2008) findings
Alternative explanations & limits of the study
