the process by which YOU will come to understand Y. We are out here doing original research together! And your question cannot be dumb because it is *good data for our research*. How will we figure this out together if not via such data? 6/6
I understand your assertion, and I agree with it. Of course no student is to blame when any particular pedagogical strategy fails to enlighten him or her. But it is of no practical use to urge that we regard each student as a separate unsolved problem in math learning research.
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This is essentially to urge that mathematics teaching should be undertaken one-on-one, which is infeasible at scale.
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I think it is of great practical use. IMO we often do direct harm to learners by treating our methods as normative, learners for whom they don't work as defective, and their earnest questions as evidence of lack. I am urging against this and offering a concrete alternative. 1/
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