This study explores student flexibility in mathematics by examining the relationship between accuracy and strategy use for solving arithmetic and algebra problems. Core to procedural flexibility is the ability to select and accurately execute the most appropriate strategy for a given problem. Yet the relationship between strategy selection and…

Students often perform arithmetic using rigid problem-solving strategies that involve left-to-right-calculations. However, as students progress from arithmetic to algebra, entrenchment in rigid problem-solving strategies can negatively impact performance as students experience varied problem representations that sometimes conflict with the order…

For students to advance beyond arithmetic, they must learn how to attend to the structure of math notation. This process can be challenging due to students' left-to-right computing tendencies. Brackets are used in mathematics to indicate precedence but can also be used as superfluous cues and perceptual grouping mechanisms in instructional…

Algebraic thinking and strategy flexibility are essential to advanced mathematical thinking. Early algebra instruction uses 'missing-operand' problems (e.g., x - 7 = 2) solvable via two typical strategies: (1) direct retrieval of arithmetic facts (e.g., 9 - 7 = 2) and (2) performance of the inverse operation (e.g., 2 + 7 = 9). The current study…