Harnessing Students Mathematical Flexibility with Cognitively Challenging Tasks

The purpose of this study is to determine the effectiveness of utilizing cognitively challenging tasks in Algebra to harness students mathematical flexibility. This study was conducted at the University of Science and Technology of Southern Philippines (USTP) using two intact classes randomly assigned as the experimental and control group. Both groups was taught using lecture discussion method, the only difference is that the experimental group was assessed using cognitively demanding or challenging tasks while the control group was given open-ended problem solving tasks. Before and after the experiment, both groups was given the Mathematical Flexibility Test (MFT) to determine their level of mathematical flexibility in solving linear equations in one variable. Data collected were analyzed using mean, standard deviation and one-way analysis of covariance (ANCOVA). Results of the analysis revealed that the students level of mathematical flexibility was fairly satisfactory in the experimental group while still needing improvement for the control group. The researcher then recommends that mathematics teachers across all levels may utilize cognitively challenging tasks paired with appropriate pedagogy to have greater increase of their mathematical flexibility scores. Future research may also be conducted on other assessment styles and considering other participants across all levels or from different colleges to have generalizability of the results.