ERIC Number: ED443716
Record Type: RIE
Publication Date: 2000-Apr
Examining Relationships between Students' Solution Strategies, Algebraic Reasoning, and Achievement.
This paper presents the results from a paper-and-pencil instrument designed to elicit students' thinking about the rate of change in particular situations. A scoring rubric was designed to classify students' solution strategies to algebra problems. The purpose of the study was to validate the results in different ways. First, the results from this scoring system were compared with students' performance on the initial instrument and students' performance on a different test. Later, the same instrument was given to another group of students and their responses were scored using the same system. The results from both groups were compared in an attempt to understand the relevance of the scores and the value of the implications of the scores' interpretation. (Contains 14 references.) (ASK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).