Flexible and adaptive use of strategies and representations in mathematics education

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An examination of middle school students’ representation practices in mathematical problem solving through the lens of expert work: towards an organizing scheme (2011, background): “But, despite these recommendations, students are having difficulty negotiating the various forms and functions of representations (see Heinze, Star & Verschaffel, 2009; Nistal, Van Dooren, Clarebout, Elen & Veschaffel, 2009).”
Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves (2016, background): “…in strategy use is an important characteristic of successful problem solving because not only do children learn alternative paths to use when they reach an impasse but also comparisons of strategies can be useful in highlighting important mathematical relationships (Heinze et al. 2009).”