Mathematical Flexibility: Theoretical, Methodological, and Educational Considerations

Authors

  • Marian Hickendorff Orcid
    Institute of Education and Child Studies, Leiden University, Leiden, The Netherlands
  • Jake McMullen Orcid
    Department of Teacher Education, University of Turku, Turku, Finland
  • Lieven Verschaffel Orcid
    Center for Instructional Psychology and Technology, University of Leuven, Leuven, Belgium

Abstract

The current paper presents an introduction to a special issue focusing on mathematical flexibility, which is an important aspect of mathematical thinking and a cherished, but capricious, outcome of mathematics education. Mathematical flexibility involves the flexible, creative, meaningful, and innovative use of mathematical concepts, relations, representations, and strategies. In this introduction we discuss the most relevant theoretical, methodological, and educational considerations related to mathematical flexibility, which form the background of the empirical studies presented in the special issue. Collectively, these studies provide a broader understanding of the mathematical flexibility, its subcomponents, influences, and malleability.