DIFFERENT COGITIVE FLEXIBILITY PROFILES IN BRAZILIAN STUDENTS OF 2ND AND 4TH YEAR OF ELEMENTARY SCHOOL

Abstract

This article aims to identify, characterize and compare the cognitive flexibility profile in mental calculation of brazilian students, based on the analysis of cognitive elements, namely problem characteristics and solution procedures, used during the resolution of arithmetic calculations. The sample of this study included 42 2nd graders (7 to 8 years old) and 42 4th graders (9 to 11 years old), from 4 public schools in Porto Alegre. Each child was encouraged to classify 12 arithmetic calculations, thus demonstrating their numerical knowledge by explaining the thought process involved in solving the calculations through a specific cognitive flexibility assessment instrument. In general, the results revealed that the different proportions of numerical knowledge used made it possible to distinguish the flexibility profiles – flexible, mixed or rigid.