Developing students’ problem-solving abilities
While “problem-solving” may seem to be an abstract concept, in Mathematics education it has a more specific definition. In the new, linear mathematics A-Level, students are required to “recognise the underlying mathematical structure in a situation and simplify and abstract appropriately to enable problems to be solved.”[1] Depending on your experience, this may be a […]
Cross Cultural [Mis]communication
For my CamSTAR Research project, I will be looking at how we can make visible (explicit) the invisible (implicit)cultural boundaries impacting the effectiveness of feedback. David Didau makes us aware of the input/output myth “what we teach is what students learn”. (Didau, D. 2013). When we give feedback, we expect students to receive this feedback […]
