#607: Exploring the Interplay of Mathematical Values in Algebra Problem-Solving

Mathematical problem-solving is a value-laden activity, yet how students’ mathematical values shape their problem-solving remains unclear. This mixed-methods study examined the relationship between 338 high school students’ mathematical values and their procedural flexibility in algebra. Quantitative survey data revealed that while valuing Rationalism–Objectivism predicted greater flexibility, this relationship was moderated by Control–Progress values ("β = -0.056,p = .062" ), with the benefit strongest for students holding moderate Control orientations. Qualitative interviews with four focal students suggested that the most flexible problem-solvers were those with a more balanced Control–Progress value, who adapted strategies to context rather than adhering to rigid computational routines. Findings suggest that procedural flexibility may emerge from the interplay between valuing logic and representations and maintaining a more moderate stance on mastery. Thus, fostering flexibility may require pedagogical approaches that help students develop balanced mathematical values.