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Defining and measuring mathematical strategy flexibility: A systematic review with a multidimensional framework
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AI
DOI：10.1080/00461520.2026.2695644.png)
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Abstract
En 中文
Mathematical strategy flexibility, a critical component of mathematical proficiency, has received substantial attention in educational research due to its pivotal role in adaptive expertise and problem solving. Despite its recognized importance, the construct of mathematical strategy flexibility has been explored through inconsistent definitions and measurement approaches, reflecting its complex and multifaceted nature. This systematic review synthesizes 140 studies to address these challenges, quantitatively analyzing patterns in definitions, measurements, definition-measurement alignment, and emerging trends over time. Based on these findings, we propose a comprehensive multidimensional framework comprising three core conceptual dimensions: Multiple Strategies (MS; the ability to know and generate multiple strategies), Optimal Strategy (OS; the ability to identify and utilize optimal strategies), and Switching (SW; the ability to adaptively switch strategies when problem or context changes). These three dimensions are further operationalized by seven key measurement components: (1) knowing multiple strategies, (2) generating multiple strategies, (3) identifying optimal strategies, (4) using optimal strategies when prompted, (5) using optimal strategies spontaneously, (6) adaptively switching strategies when prompted, and (7) adaptively switching strategies spontaneously. This MS-OS-SW framework not only bridges gaps in the theoretical understanding and measurement of the construct but also lays the groundwork for targeted interventions in educational practice.
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E
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11.4
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