The Relationship Between Procedural Flexibility With Fraction Arithmetic and Word Problems and Algebra Skills

• In Event: Fairmont Roundtable Session Two
  In Roundtable Session: Section 1C Mathematics Roundtable Two (Table 5)

Abstract

Procedural flexibility is an important skill for algebra. Word problems may capture students’ flexibility due to their open-ended nature. We establish flexibility with fraction word problems as a measure of procedural flexibility and examine whether flexibility with fraction word versus arithmetic problem is predictive of different types of algebra learning. Middle-school students solved fraction arithmetic, fraction word, and algebra problems at the start and end of the school year. Procedural flexibility with word problems was predictive of algebraic feature knowledge. Procedural flexibility with arithmetic problems was predictive of both types of algebra learning and remained a significant predictor when accounting for individual differences. These findings extend measures of procedural flexibility to include word problems.

Authors

• Elena Silla, University of Delaware
  Presenting Author

• Christina Areizaga Barbieri, University of Delaware
  Non-Presenting Author

• Kristie J. Newton, Temple University
  Non-Presenting Author