The flexible and adaptive use of strategies and representations is part of a cognitive variability, which enables individuals to solve problems quickly and accurately. The development of these abilities is not simply based on growing experience; instead, we can assume that their acquisition is based on complex cognitive processes. How these processes can be described and how these can be fostered through instructional environments are research questions, which are yet to be answered satisfactorily. This special issue on flexible and adaptive use of strategies and representations in mathematics education encompasses contributions of several authors working in this particular field. They present recent research on flexible and adaptive use of strategies or representations based on theoretical and empirical perspectives. Two commentary articles discuss the presented results against the background of existing theories.
- How nice! Actually, I thought it might be you when I heard your name, Raymond (@MathEdnet)! We should talk tomorrow :-) 1 month ago
- Enjoyed rehearsing rehearsals at #Novemberkonferansen with @ekazemi today! Choral counting has a lot to it! 4 months ago
- J. Skott: «Generic example of generic proofs is Gauss: 1+2+3...+100=?» #Novemberkonferansen #playonwords 4 months ago
- Next up at #Novemberkonferansen is Jeppe Skott, who talks about Goldilocks, mathematical reasoning and proof. Nice combination :-) 4 months ago
- Listening to a very nice lecture on the importance of maths by Chris Budd ( people.bath.ac.uk/mascjb/) at #Novemberkonferansen 4 months ago