Flexibility in Problem Solving: The Case of Equation Solving.

By Jon Star, Bethany Rittle-Johnson. 2008

244 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ba47458fe7046a108e59389497f62f880ff54770

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Citations in the corpus

Compared With What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving (2009, methodology): “Flexibility knowledge. In addition to evaluating flexible use of solution methods, previous research indicates that independent measures of flexibility knowledge are important, particularly because they are more sensitive to early emerging knowledge (Blo¨te et al., 2001; Star & Rittle-Johnson, 2008”
Effects of prompting multiple solutions for modelling problems on students’ performance (2015, unknown): “Moreover, in a previous study carried out by Star & Rittle-Johnson (2008), students who solved linear equation problems using one solution method achieved higher scores on procedural knowledge on familiar but not on transfer problems than students who were instructed to solve the same tasks in…”
Understanding the Development of Flexibility in Struggling Algebra Students (2010, methodology): “Unlike the final exam, these intermediate assessments sometimes prompted students to solve problems in more than one way (Star & Rittle-Johnson, 2008; Star & Seifert, 2006).”
The Effects of Vocabulary Intervention on Young Children’s Word Learning (2010, background): “Furthermore, there is evidence to suggest the benefits of explicit instruction may not be limited to word learning (Klahr & Nigam, 2004; Rittle-Johnson, 2006; Star & Rittle-Johnson, 2008).”
A Framework for Teachable Collaborative Problem Solving Skills (2015, background): “Flexibility skills are demonstrated in the creativity that problem solvers exhibit when facing a particularly challenging part of a problem solution (Star and Rittle-Johnson 2008 ), but also include the way problem solvers react to ambiguous situations.”
Developing Conceptual and Procedural Knowledge of Mathematics (2015, background): “…how flexible procedural knowledge is, researchers assess students’ knowledge of multiple procedures and their ability to flexibly choose among them to solve problems efficiently (e.g. Blöte, Van der Burg, & Klein, 2001; Star & Rittle-Johnson, 2008; Verschaffel, Luwel, Torbeyns, & Van Dooren, 2009).”
Flexible and adaptive use of strategies and representations in mathematics education (2009, background): “The few examples of teaching experiments based on innovative instructional approaches are promising (e.g. Carpenter, Franke, Jacobs, Fennema, & Empson, 1997; Klein, Beishuizen, & Treffers, 1998; Star & Rittle-Johnson, 2008).”