Mathematical flexibility: Theoretical, methodological, and educational considerations

Journal of Numerical Cognition, vol. 8, pp. 326–334

Abstract

The current paper presents an introduction to a special issue focusing on mathematical flexibility, which is an important aspect of mathematical thinking and a cherished, but capricious, outcome of mathematics education. Mathematical flexibility involves the flexible, creative, meaningful, and innovative use of mathematical concepts, relations, representations, and strategies. In this introduction we discuss the most relevant theoretical, methodological, and educational considerations related to mathematical flexibility, which form the background of the empirical studies presented in the special issue. Collectively, these studies provide a broader understanding of the mathematical flexibility, its subcomponents, influences, and malleability.

Authors 3

1. Marian Hickendorff Aachen Institute of Education and Child Studies

   Leiden University

   Affiliation as printed

   Institute of Education and Child Studies, Leiden University, Leiden, The Netherlands

2. Jake A. McMullen

   University of Turku

   Affiliation as printed

   Department of Teacher Education, University of Turku, Turku, Finland

3. Lieven Verschaffel

   KU Leuven

   Affiliation as printed

   Center for Instructional Psychology and Technology, University of Leuven, Leuven, Belgium