Mathematical flexibility: theoretical, methodological, and educational considerations

The current paper presents an introduction to a special issue focusing on mathematical flexibility,flexibility, which is an important aspect of mathematical thinking and a cherished, but capricious, outcome of mathematics education. Mathematical flexibilityflexibility involves the flexible,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,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,flexibility, its subcomponents, influences, and malleability.016.Veni.195.166/6812Education and Child Studie

Improving the representational strategies of children in a music-listening and playing task: an intervention-based study.

This intervention-based study focuses on the relation between music and its graphic representation from a meta-representational point of view. It aims to determine whether middle school students show an increase in meta-representational competence (MRC) after an educational intervention. Three classes of 11 to 14-year-old students participated in the teaching experiment: one experimental class (E) and two control classes (C). An intervention on MRC was carried out on the E class during the hours that were allocated for the regular music lessons, while students from the C classes followed the regular music curriculum. E and C classes were given the same pretest and posttest, which measured students' MRC by means of six representational criteria. One month after the posttest, all classes completed a retention test. The results reveal an overall effect in favour of the E group, despite the negative results for two representational criteria. Moreover, the overall gain, to a great extent, was due to a decrease in the score of the C classes, while the gains in the E class were rather small. Theoretical, methodological and educational implications are discussed

Connie Myers v. Albertsons, Inc. : Brief of Appellee

Appeal of the Judgment of Michael Glasmann Based upon a Jury Verdict Second Judicial District Court Weber County, State of Uta

Early number and arithmetic performance of Ecuadorian 4-5-year-olds

This study aimed at (a) constructing a reliable and valid test to assess Ecuadorian 4–5-year olds’ number and arithmetic skills; (b) providing empirical data on Ecuadorian 4–5-year olds’ number and arithmetic skills; and (c) confronting these children’s actual performances with the performances expected by national experts in this domain. We administered the Test of Early Number and Arithmetic (TENA), developed on the basis of the Ecuadorian mathematics standards to 86 Preschoolers and 127 Kindergartners and asked 10 experts to evaluate TENA’s validity and predict children’s performances on it. Results supported the overall reliability and validity of the TENA. Furthermore, we observed differences in number and arithmetic competencies between and within Preschoolers and Kindergartners, but not between boys and girls. Finally, experts overestimated children’s performances on the test. The scientific and practical implications of these results are discussed