Abstract
This paper reports a study exploring the effectiveness of instruction in promoting students' conceptual understanding of the average concept using a leveling model and an open-ended problem-solving approach. A single teacher and her two classes of 42 sixth-grade students participated in the study. Pre- and post-tests were used to examine the instructional impact on students' understanding of the average concept. The teacher was given comprehensive in-service training on mathematical instructional techniques. Results show that students were more capable of using a leveling approach and applying formal averaging algorithm to solve problems, as evidenced by increases in the number of correct answers and in the number of appropriate strategies, as well as by increases in the number and quality of the explanations of their solution processes.
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