ing, that's *always* normal (even if *this particular* approach worked for many learners before). When an approach doesn't work, *we are learning something new* about what will work with this learner in this context. We should always be *grateful*. 4/
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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I don't think we're having the same conversation. I think we prob. disagree about policy too, but I'm not talking about policy, at all. I'm talking about how to understand learner difficulty.
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If a method you've determined is "optimized" doesn't work for a particular learner, I'm asserting it's not a defect of the learner but instead an unsolved problem in math learning research. You can take this point of view in any policy environment and in any teaching context.
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