ERIC Number: ED501150
Record Type: Non-Journal
Publication Date: 2003-Jul
How Does Flexible Mathematical Thinking Contribute to the Growth of Understanding?
Warner, Lisa B.; Alcock, Lara J.; Coppolo, Joseph, Jr.; Davis, Gary E.
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p371-378
We examine aspects of flexible mathematical thinking in middle school students and its contribution to the growth of their mathematical understanding. We inductively analyzed data collected from video-episodes of an interactive, problem-solving based after-school mathematics class. Flexibility is essential in such classrooms since students must apply knowledge rather than simply retrieve it in its original context. The study provides links between flexibility and an existing theory of mathematical development to give researchers and teachers a better theoretical grasp of what happens in interactive classrooms. (Contains 3 figures.) [For complete proceedings, see ED500860.]
Descriptors: Mathematics Instruction, Middle School Students, Mathematical Logic, Visual Aids, After School Education, Comprehension, Problem Solving, Thinking Skills, Grade 6, Grade 7, Questioning Techniques, Student Attitudes, Feedback (Response)
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: firstname.lastname@example.org; Web site: http://igpme.org
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Grade 6; Grade 7; Middle Schools
Authoring Institution: N/A