The use of mathematical strategies: factors and features affecting performance

The study investigates the use of general mathematical strategies by pupils of junior high school age. The form of response required pupils to describe their reasoning and to articulate their reasons for the choice of particular strategies. Main effects were found for cognitive level, year level, and sex. The sex effects is in contrast with similar effects from most other mathematical studies in that girls outperformed boys at each year level. A second part of the study involves the characterization of responses by means of a qualitative hierarchy: The Solo Taxonomy. Features of responses representing different levels of functioning are discussed and used to suggest related implications for curriculum and teaching