This document summarizes a study exploring how complex instruction affects mathematical problem solving persistence. The study compared two 6th grade math classes, one using complex instruction and one not. It found that students in the complex instruction class showed greater problem solving persistence. They used more strategies on tasks, had more correct solutions, and took more time with difficult problems. Complex instruction fostered richer mathematical discourse, longer work time, and group accountability which benefited problem solving persistence. The findings add support to prior research on complex instruction's positive effects.

1. Exploring How Complex Instruction Affects
Mathematical Problem Solving Persistence
Presentation by Marilyn Gilman
March 13, 2010

2. Why is Persistence in
Mathematical Problem Solving
Important?

Real World
Problems

Achievement Tests

Creative
Persistence

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. Complex Instruction

Challenging Tasks

Peer Collaboration

Status & Accountability
Developed by Elizabeth Cohen (1994)

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. 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. 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. Two Distinct Learning Experiences

Mathematical Task Complexity and Time

Mathematical Discussion

Accountability and Autonomy

9. Comparison Class

Low­complexity
math problems

Short work time

Little mathematical
discourse

Individual work and
accountability

10. Complex Instruction Class

Complex problems

Long work time

Rich mathematical
discourse

Group and
individual work

Group & individual
accountability

11. Two Problem Solving Tasks
and Questionnaires
Pairs for
problems
Surveys
individually

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. A Diagram Only Solution

14. Multiple Strategies

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, didn't 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. Complex Instruction:
A Promising Practice
Confirms Boaler & Staples (2008) findings
Alternative explanations & limits of the study

17. Questions?
For a copy of the study contact me at:
marilyngilman1@gmail.com