Exploring How Complex Instruction Affects     Mathematical Problem Solving Persistence         Presentation by Marilyn Gil...
Why is Persistence in     Mathematical Problem Solving              Important?            Real World         Problems    ...
Research on Problem Solving             Schooling Effects (Schoenfeld, TIMMS)              Metacognitive Factors (Franci...
Complex Instruction            Challenging Tasks             Peer Collaboration            Status & Accountability    D...
Complex Instruction Research                 Two Studies    Problem Solving                Student Motivation            ...
How does Complex Instruction Affect     Students Mathematical Problem Solving                  Persistence?               ...
Study Participants        Complex Instruction               Comparison                    Class                         Cl...
Two Distinct Learning Experiences                Mathematical Task Complexity and Time                                Ma...
Comparison Class                                  Low­complexity                     math problems                      ...
Complex Instruction Class            Complex problems             Long work time            Rich mathematical         d...
Two Problem Solving Tasks       and Questionnaires                           Pairs for                           problems ...
What differences were found in students     problem solving persistence between the                  two classes?        ...
A Diagram Only Solution                
Multiple Strategies              
Strategies and Correct Solutions as Indicators            of Problem Solving Persistence                              Numb...
Complex Instruction:          A Promising Practice    Confirms Boaler & Staples (2008) findings     Alternative explanatio...
Questions?    For a copy of the study contact me at:         marilyngilman1@gmail.com                       
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Mathematical Problem Solving and Persistence

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Mathematical Problem Solving and Persistence

  1. 1. Exploring How Complex Instruction Affects  Mathematical Problem Solving Persistence Presentation by Marilyn Gilman  March 13, 2010  
  2. 2. Why is Persistence in  Mathematical Problem Solving   Important?  Real World  Problems  Achievement Tests  Creative  Persistence   
  3. 3. 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   
  4. 4. Complex Instruction  Challenging Tasks   Peer Collaboration  Status & Accountability Developed by Elizabeth Cohen (1994)    
  5. 5. Complex Instruction Research  Two Studies Problem Solving Student Motivation  Successful at long   Students adopted  application tasks goal orientation   Students report  towards learning persistence is key   More persistence to  to math success face obstacles  (Boaler & Staples, 2008)   (Ben­Ari & Eliassy, 2003)
  6. 6. How does Complex Instruction Affect  Students Mathematical Problem Solving  Persistence? A Comparison of Two Classes Six classroom observations Teacher Interview Two mathematical tasks Observations Written Work Two questionnaires   
  7. 7. Study Participants Complex Instruction       Comparison      Class Class  42% school met math   55% school met math  WASL in 2008 WASL in 2008  51% low income  30% low income  Mixed ability students  Mixed ability students Both Classes:  Same curriculum, experienced teacher, 26 students,   mostly White, one or two English Language Learners  
  8. 8. Two Distinct Learning Experiences  Mathematical Task Complexity and Time  Mathematical Discussion   Accountability and Autonomy  
  9. 9. Comparison Class  Low­complexity   math problems  Short work time   Little mathematical  discourse  Individual work and  accountability   
  10. 10. Complex Instruction Class  Complex problems   Long work time  Rich mathematical  discourse  Group and  individual work  Group & individual   accountability  
  11. 11. Two Problem Solving Tasks and Questionnaires  Pairs for  problems   Surveys      individually
  12. 12. 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   
  13. 13. A Diagram Only Solution   
  14. 14. Multiple Strategies   
  15. 15. Strategies and Correct Solutions as Indicators  of Problem Solving Persistence   Number of Groups with Correct* Solutions for the Second Research Task Four  Three  One  Diagram Only  No Correct Total Classes Two Solutions Solutions Solutions Solution Solution** Solutions Groups Complex  4 1 1 3 3 0 12 Instruction Class Comparison  1 0 0 4 3 3 11 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, didnt explain the diagram in any way  Number of Strategies used by Student Groups  TASK ONE TASK TWO Number of  Complex   Comparison   Complex  Comparison Strategies Used Instruction Class Instruction  Class None 0 0 0 1 One 2 2 1 2 Two 6 6 0 3 Three 2 2 7 4 Four 3 1 3 1 Five 0 0 1 0 Total  Groups 13 11 12 11 Strategies used: calculations, counting boxes, counting columns,     diagrams, written verbal explanations, formulas, labels,  measurements, patterns
  16. 16. Complex Instruction: A Promising Practice Confirms Boaler & Staples (2008) findings  Alternative explanations & limits of the study  
  17. 17. Questions? For a copy of the study contact me at: marilyngilman1@gmail.com   

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