Exploring Students' Procedural Flexibility in Three Countries

Autor/inn/en	Star, Jon R.; Tuomela, Dimitri; Joglar-Prieto, Nuria; Hästö, Peter; Palkki, Riikka; Abánades, Miguel Á.; Pejlare, Johanna; Jiang, R. H.; Li, Lijia; Liu, Ru-De
Titel	Exploring Students' Procedural Flexibility in Three Countries
Quelle	In: International Journal of STEM Education, 9 (2022), Artikel 4 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Star, Jon R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-021-00322-y
Schlagwörter	Foreign Countries; Middle School Students; High School Students; Problem Solving; Equations (Mathematics); Cultural Differences; Correlation; Accuracy; Algebra; Mathematics Skills; Teaching Methods; Age Differences; Track System (Education); Spain; Finland; Sweden + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Problemlösen; Equations; Mathematics; Gleichungslehre; Kultureller Unterschied; Korrelation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Age; Difference; Age difference; Altersunterschied; Leistungsgruppe; Leistungsdifferenzierung; Spanien; Finnland; Schweden
Abstract	Background: In this cross-national study, Spanish, Finnish, and Swedish middle and high school students' procedural flexibility was examined, with the specific intent of determining whether and how students' equation-solving accuracy and flexibility varied by country, age, and/or academic track. The 791 student participants were asked to solve twelve linear equations, provide multiple strategies for each equation, and select the best strategy from among their own strategies. Results: Our results indicate that knowledge and use of the standard algorithm for solving linear equations is quite widespread across students in all three countries, but that there exists substantial within-country variation as well as between-country variation in students' reliance on standard vs. situationally appropriate strategies. In addition, we found correlations between equation-solving accuracy and students' flexibility in all three countries but to different degrees. Conclusions: Although it is increasingly recognized as an important construct of interest, there are many aspects of mathematical flexibility that are not well-understood. Particularly lacking in the literature on flexibility are studies that explore similarities and differences in students' repertoire of strategies for solving algebra problems across countries with different educational systems and curricula. This study yielded important insights about flexibility and can push the field to explore the extent that within- and between-country differences in flexibility can be linked to differences in countries' educational systems, teaching practices, and/or cultural norms around mathematics teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01