Investigating the Development of Mathematical Flexibility

• In Event: Research on Algebra, Teaching, Thinking, and Learning

Abstract

The Common Core State Standards identify the ability to flexibly carry out procedures as critical to students’ mathematical development. Previous studies have identified instructional conditions that help students develop flexible problem solving skills, but very few investigated the development of flexibility and its relationship with prior knowledge. This study identified aspects of flexibility and tested student knowledge of these components following a two-step equation unit in an Algebra I classroom. Results indicated that prior knowledge was correlated with recognizing multiple methods, generating multiple methods, and occasional use of efficient methods. Results also suggest that certain aspects of flexibility may develop prior to others and that flexibility development may be thought of in terms of a continuum.

Authors

• Karin E. Lange, School District of Beloit

• Kristie Jones Newton, Temple University

• Julie L. Booth, Temple University