Developing Flexibility in High School Students: Understanding the Discrepancy Between Knowledge and Use

• In Event: Poster Session 1
  In Poster Session: Division C Section 1c Poster Session: Research in Mathematics Education

Abstract

Flexibility in mathematics problem solving has received increased attention in recent research and policy documents. Although research suggests flexibility can be developed in classrooms, it is challenging to move students from knowledge of multiple solution methods to regular use of the most appropriate one for a given problem. In the current study, we interviewed 12 students about their knowledge, use, and preferences for strategies, as well as their reasons for choosing strategies. All students had some knowledge of and preference for efficient methods, despite not using them. Most commonly, students with low prior knowledge cited understandability or not knowing another method as reasons for their strategy choice, whereas students with moderate or high prior knowledge most commonly cited familiarity.

Authors

• Kristie Jones Newton, Temple University

• Diane Crotty, Temple University

• Abbey Auxter, Temple University