Dahmus DPPC Method: direct, pure, piece-meal, complete translation strategy¶

Element · All elements
Evidence · 4 claims (2 for, 1 mixed, 1 against) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The Dahmus Method (DM), based on Dahmus's DPPC Method (direct, pure, piece-meal, complete), directs students to translate each phrase of a verbal problem into mathematical symbol statements as it appears, including instruction on key phrases such as "increased by" translated as "+". Each value to be found is translated as variable equals question mark; after all phrases are translated, students find relations among the symbols and solve the resulting equation. The article states "this method is based upon a direct, pure, piece-meal and complete translation of the verbal statement into mathematical symbolism." It used somewhat more slides than PM but roughly equal time.

Design Implications¶

Context¶

Requirements¶

• Original instruction in translation of key phrases (e.g., "increased by" as +, "decreased by" as -) must precede strategy practice.

Constraints¶

• The article notes DM is a more structured method than PM and that DM subjects had to learn a new strategy unlike their prior textbook step methods.

Target Learners¶

• ninth-grade algebra students

Target Learning Goals¶

• translating verbal statements into mathematical symbols and solving verbal problems

Claims¶

• Polya and Dahmus methods do not differ on the problem solution criterion [+W]
• Dahmus Method students translated phrases successfully but failed to combine them into a single solution equation [~W]
• Polya Method students outscore Dahmus Method students on the equation criterion for verbal problems [-W]
• On the problem solution criterion, verbal problem solving scores do not decline over four weeks and rise on the more complex problems [+W]

Related Elements¶

• Polya Method: a six-step heuristic strategy for solving verbal problems

Examples¶

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Key Sources¶

• Bassler, O. C.; Beers, M. I.; Richardson, L. I. (1972). Comparison of Two Instructional Strategies for Teaching the Solution to Verbal Problems. Final Report. George Peabody College for Teachers. https://eric.ed.gov/?id=ED075260