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Low mathematics achievement is a persistent problem in the United States, and multiplication is a fundamental area in which many students manifest learning difficulties. This study examined the strategic developmental levels of multiplication problem solving among 121 elementary school students in Grades 3 through 5. A latent class analysis modeling was used to identify three valid groups representing different patterns of strategy choices for each of three types of multiplication problems. Findings indicated intra-group variability for problem-solving accuracy, for frequency of using different strategies, and for accuracy of executing direct retrieval/algorithm (DR/AG) strategies. Students demonstrated relative consistency in their strategy choices for solving the three problem types. Students who used DR/AG strategies most frequently showed the highest problem-solving accuracy and the highest accuracy of executing the DR/AG strategies. Students who most frequently relied on incorrect operations or who indicated they did not know how to solve problems demonstrated the lowest problem-solving accuracy among the three groups; the number of students in this group increased with problem difficulty levels. Implications are discussed in terms of identifying students' strategic developmental levels and providing differentiated instruction based on the identified levels. 相似文献
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摩尼教在福建的传播与演变 总被引：1，自引：0，他引：1
摩尼教披着佛教和道教的外衣,在唐末、五代传入福建,与福建的民间信仰相结合,开始在下层民众之间流传。宋元时期,摩尼教取得合法地位,迅速崛起,盛极一时,但逐渐演变成具有地方特色的一种宗教信仰。明清时期,由于封建统治者的迫害,摩尼教迅速走向衰亡,并最终融入白莲教的罗教。 相似文献