Is strategy variability advantageous? It depends on grade and type of strategy

Abstract

No research to date has examined whether variability in mathematics strategy use is linked to higher performance or whether there are long-term benefits to students who use a broad variety of strategies. The goal of the present study was to examine the relationship between strategy variability and student competency in mathematics. Longitudinal data were collected from 241 second and fourth graders on their variability in strategy use, fluency, and end-of-year mathematics competency scores. Results indicated that strategy variability dropped significantly as students progressed from the second to the fourth grade. Strategy variability positively predicted mathematics achievement in the second grade but negatively predicted achievement in the fourth grade. Students who were more fluent in the second grade showed less strategy diversity in the fourth grade. Higher strategy variability in the second grade was correlated with higher fluency in the fourth grade. The study indicates that early variability in strategy use is linked to positive outcomes in later years.