Solve in a New Way: Examining Students’ Spontaneous and Potential Procedural Flexibility on Arithmetic Problems

• In Event: Supporting Students' Math Learning

Abstract

Procedural flexibility, the ability to effectively navigate between strategies to solve problems, is an essential mathematical skill. Studies have measured students’ potential flexibility, but fewer have also examined students’ spontaneous flexibility. Additionally, much research examines these skills in older students. We present two studies assessing students’ potential and spontaneous flexibility and their relation to mathematical competencies in elementary- and middle-school students. In Study 1, we examined middle-schoolers’ (N = 206) procedural flexibility on fraction arithmetic problems and its relation to algebraic readiness. Study 2 presents preliminary data examining changes in elementary-aged students’ (N = 24) potential and spontaneous flexibility and its relation to math performance. Findings will add to the limited literature on elementary- and middle-schoolers’ spontaneous and potential flexibility.

Authors

• Elena Silla, University of Delaware

• Gabriella Morra, University of Delaware

• Kristie Newton, Temple University

• Christina Areizaga Barbieri, University of Delaware