Flexibility in the Making: Comparing Multiple Strategies in Chinese Algebra Classrooms

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Abstract

This study conducted a conceptual replication of Durkin et al.'s (2021) research on Comparing and Discussing Multiple Strategies (CDMS) in a Chinese high school context, where procedural rigor is traditionally emphasized. Using a quasi-experimental design (N=217 Grade 10 students across 10 classrooms), we examined CDMS's impact on conceptual knowledge, procedural knowledge, and three forms of flexibility. Results showed no statistically significant overall treatment effects on primary outcomes. However, marginal gains in potential flexibility (awareness of strategies) were observed, particularly among higher-achieving students. Productive disposition strongly predicted conceptual gains, and prior knowledge consistently influenced all outcomes. Findings suggest CDMS may initiate cognitive readiness for flexibility in this context, but short-term gains are less robust than in prior US studies.

Authors

• Haoyi Wang, University of Toronto

• Qiuyu Chen, University of Michigan

• Rui Chen, Columbia University

• Jon R. Star, Harvard University