the same lesson / exercise / whatever that worked for somebody else, but it really might not. Some ways of approaching a given learning goal will work and some won't, and you can't really know ahead of time what will work, even if educator experience, research, etc. can be 2/
Japanese master teachers of elementary mathematics depend upon statistical data on student responses to diverse pedagogical stimuli obtained by classroom observations undertaken by all their colleagues nationwide. These data guide a never-ending process of successive refinement.
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Similarly, teams of experimental psychologists observe in painstaking detail the moment-by-moment responses of playtesters to various preliminary versions of games. These data likewise guide a systematic process of successive refinement, which optimizes for depth of engagement.
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As long as we insist upon economies of scale in mathematics education, which preclude fine-grained adaptations to individual learners, we're in the same position as game designers. We seek an optimal solution to the problem of student engagement -- not a perfect, guaranteed one.
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