Strategiegebruik bij rekenen afleiden uit het schriftelijk werk van basisschoolleerlingen

Abstract

Inferring mathematical strategy use from primary school students' written work Verbal reports of mathematical strategy use can be inaccurate and can influence students' spontaneous strategy choices, and the effort involved in collecting them limits sample sizes. These disadvantages can be overcome with a straightforward non-verbal method: students' strategy use can often be inferred from the calculation steps that they write down as a natural part of their solution process. In this study, results of verbal and written strategy identification are compared in a recent large-scale mathematics assessment. In addition, the application of written strategy identification is illustrated with two examples. The first application is a study in which students' strategy use on a large-scale assessment was related to their teachers' mathematics instruction. The second application is a study which compared the strategy use of a large group of students on problems presented with and without a realistic context. Finally, the possibilities and limitations of written strategy identification are discussed.