Abstract
Flexibility in mathematical problem-solving is crucial for developing creative thinking skills. However, recent observations reveal a common issue among students - the inconsistency in using innovative strategies despite understanding them. In this study, we want to explore why Chinese students may lack flexibility in solving a given fractional equation problem by analysing textbooks. We began this study by noting the surprising phenomenon that numerous teachers/students from China considered ‘the case' solution of the given fractional equation to be wrong - when it is correct - and that the sampled Singaporean counterparts provided a more varied response. This prompted us to go to some authoritative textbooks from China - using the Singapore textbooks as comparative foils - to study the features that may answer to this discovered phenomenon. By investigating the relevant sections of school textbooks of China, we found that Chinese textbooks provide a consistent emphasis on the ‘standard strategy'. That is to say, they advocate a quick convergence into a prescribed singular method of solving fractional equations, which likely narrows opportunities to flexibly experiment with other ways. The findings underscore the need to understand how educational materials shape students’ flexibility and call for a broader perspective on fostering creative thinking in mathematics education.
Published Version
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