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ZDM

, Volume 41, Issue 5, pp 557–567 | Cite as

The nature and development of experts’ strategy flexibility for solving equations

  • Jon R. Star
  • Kristie J. Newton
Original Article

Abstract

Largely absent from the emerging literature on flexibility is a consideration of experts’ flexibility. Do experts exhibit strategy flexibility, as one might assume? If so, how do experts perceive that this capacity developed in themselves? Do experts feel that flexibility is an important instructional outcome in school mathematics? In this paper, we describe results from several interviews with experts to explore strategy flexibility for solving equations. We conducted interviews with eight content experts, where we asked a number of questions about flexibility and also engaged the experts in problem solving. Our analysis indicates that the experts that were interviewed did exhibit strategy flexibility in the domain of linear equation solving, but they did not consistently select the most efficient method for solving a given equation. However, regardless of whether these experts used the best method on a given problem, they nevertheless showed an awareness of and an appreciation of efficient and elegant problem solutions. The experts that we spoke to were capable of making subtle judgments about the most appropriate strategy for a given problem, based on factors including mental and rapid testing of strategies, the problem solver’s goals (e.g., efficiency, error-free execution, elegance) and familiarity with a given problem type. Implications for future research on flexibility and on mathematics instruction are discussed.

Keywords

Mathematics Instruction Prospective Teacher Conceptual Knowledge Efficient Strategy Strategy Choice 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgments

Thanks to Martina Kenyon, Jennifer Rabb, and Nira Gautam for their help in coding and analyzing the data reported here. This project was supported by a grant from Temple University to the second author.

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Copyright information

© FIZ Karlsruhe 2009

Authors and Affiliations

  1. 1.Harvard Graduate School of EducationCambridgeUSA
  2. 2.College of Education, Temple UniversityPhiladelphiaUSA

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