Fostering mathematical flexibility through a sequence of modelling tasks

Abstract

The promotion of flexibility and adaptability in mathematical problem solving fosters the development of mathematical competence. This study describes and justifies the design of a sequence of modelling tasks that allows the analysis of inter-task flexibility in students. The central objective of the study is to analyse whether students are able to adapt their resolution plans according to aspects related to the task context, changing their strategy from one task to another, if these aspects vary. The study involved 110 students of the Primary Education Teacher grade; the results allow us to understand to what extent the students are flexible and know how to adapt their resolution plans to the tasks, as well as to conclude that inter-task flexibility can be promoted through certain modelling task sequences.