A Systematic Review of Mathematical Flexibility: Concepts, Measurements, and Related Research

IF 10.1 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Educational Psychology Review Pub Date : 2023-11-01 DOI:10.1007/s10648-023-09825-2

Wei Hong, Jon R. Star, Ru-De Liu, Ronghuan Jiang, Xinchen Fu

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Abstract

Mathematical flexibility has been widely acknowledged as an important learning goal in mathematical education and has received increasing research attention in order to explore its nature, facilitating mechanisms, and promotion interventions. Given that researchers conceptualize, assess, and explain flexibility in mathematical problem solving from different perspectives, a systematic review could contribute to an integrated framework of mathematical flexibility. To this end, we review mathematical flexibility in terms of its concepts, measurements, and related research on influencing factors and effective interventions. Additionally, we propose a three-dimensional model focusing on analytic units, manifestation forms, and evaluation criteria, which we argue advances a comprehensive understanding of mathematical flexibility. Overall, this review not only helps to reveal the multifaceted construct of mathematical flexibility in theory but also provides supporting evidence for targeted educational interventions in teaching practice. In addition, we discuss each aspect of mathematical flexibility and propose future research directions to potentially broaden and deepen mathematical flexibility research.

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数学灵活性的系统回顾:概念、测量和相关研究

数学灵活性作为数学教育的一个重要学习目标已被广泛认可，并受到越来越多的研究关注，以探讨其本质、促进机制和促进干预措施。鉴于研究人员从不同的角度对数学问题解决的灵活性进行了概念化、评估和解释，系统的回顾有助于建立一个数学灵活性的综合框架。为此，我们回顾了数学灵活性的概念、测量方法以及影响因素和有效干预措施的相关研究。此外，我们提出了一个三维模型，重点是分析单位、表现形式和评估标准，我们认为这促进了对数学灵活性的全面理解。综上所述，本文不仅在理论上揭示了数学灵活性的多面结构，而且在教学实践中为有针对性的教育干预提供了支持证据。此外，我们讨论了数学灵活性的各个方面，并提出了未来的研究方向，以潜在地扩大和深化数学灵活性的研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-

CiteScore

15.70

自引率

3.00%

发文量

期刊介绍： Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.