Cross-Cultural Examination of Cognitive Flexibility in Arithmetic: Replicating Rathgeb-Schnierer and Green's Methodology among Asian Language-Speaking Students

Abstract

This research is to investigate the role of cognitive flexibility as a fundamental mathematical competence that is essential for fostering a deep comprehension of arithmetic in kids. Drawing inspiration from the methodology employed by Rathgeb-Schnierer and Green, this study aims to duplicate their approach within a unique group of pupils who primarily speak Asian languages. The study included a total of 80 Asian students from second and fourth grades. These students were administered a translated version of a guided interview, which consisted of 12 two-digit addition and subtraction tasks. The analysis of the data, both qualitative and quantitative, produced results that were quite persuasive. The methodology shown resilience when applied across several cultural and language contexts, indicating its suitability for use in a wide range of educational environments. Furthermore, the study discovered three distinct flexibility profiles that resemble the ones previously described by Rathgeb-Schnierer and Green. This finding suggests that cognitive flexibility patterns among Asian students can be reliably reproduced. The findings of this study have implications that can be applied to the field of education. They imply that tactics that promote cognitive flexibility can be helpful and applicable in various cultural contexts. The capacity to demonstrate a range of flexible problem-solving strategies boosts pupils' mathematical skill and has the potential to facilitate a more profound understanding of arithmetic ideas.