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Defining, Measuring, and Teaching Mathematical Flexibility: A Content Analysis of Extant Research.

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Title: Defining, Measuring, and Teaching Mathematical Flexibility: A Content Analysis of Extant Research.
Authors: Cox, Sarah K.1 (AUTHOR), Burns, Matthew K.2 (AUTHOR), Hughes, Elizabeth M.3 (AUTHOR), Wade, Taryn4 (AUTHOR), Brown, Michelle3 (AUTHOR)
Source: Elementary School Journal. Mar2024, Vol. 124 Issue 3, p479-498. 20p.
Subject Terms: *Content analysis, *Research personnel, Descriptive statistics
Abstract: Mathematical flexibility is thought to be a critical component of mathematical proficiency, and the term "mathematical flexibility" has been used by teachers, researchers, and policy makers for more than 2 decades. Although there seems to be consensus on the importance of mathematical flexibility as a construct, the way it is defined and described is inconsistent. Without a clear and consistent definition of mathematical flexibility, it is impossible to develop accurate measures of the construct or to improve instructional strategies to promote its use. Therefore, this systematic literature review examines the way mathematical flexibility has been defined, taught, and measured. Using a combination of descriptive statistics and qualitative content analysis, articles were coded for themes around definitions, instruction, and measurement. Finally, we looked at connectivity between authorship to examine relationships between citations of how mathematical flexibility was defined. [ABSTRACT FROM AUTHOR]
Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Defining, Measuring, and Teaching Mathematical Flexibility: A Content Analysis of Extant Research.
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  Data: Mathematical flexibility is thought to be a critical component of mathematical proficiency, and the term "mathematical flexibility" has been used by teachers, researchers, and policy makers for more than 2 decades. Although there seems to be consensus on the importance of mathematical flexibility as a construct, the way it is defined and described is inconsistent. Without a clear and consistent definition of mathematical flexibility, it is impossible to develop accurate measures of the construct or to improve instructional strategies to promote its use. Therefore, this systematic literature review examines the way mathematical flexibility has been defined, taught, and measured. Using a combination of descriptive statistics and qualitative content analysis, articles were coded for themes around definitions, instruction, and measurement. Finally, we looked at connectivity between authorship to examine relationships between citations of how mathematical flexibility was defined. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Elementary School Journal is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Mar2024
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