Mr Carter Maths  UKEdChat  0 views
Event  Unsolved K12  MathPickle  0 views
BrainBashers  Puzzles and Brain Teasers  2 views
100 Day Challenge  Brilliant  2 views
dy/dan  less helpful  0 views
SAS® Curriculum Pathways®  0 views
Ready: 100 questions that promote Mathematical Discourse  0 views
Math Mama Writes...: A Huge Bunch of Lovely Links  0 views
The best way to understand math is learning how to fail productively  Quartz  1 views

Students who are presented with unfamiliar concepts, asked to work through them, and then taught the solution significantly outperform those who are taught through formal instruction and problemsolving. The approach is both utterly intuitive—we learn from mistakes—and completely counterintuitive: letting kids flail around with unfamiliar math concepts seems both inefficient and potentially damaging to their confidence.

So far, teachers have mixed reactions. They recognize that the approach is good but they worry about efficiency and standardized tests: will kids fall on highstakes national and international tests?

Kapur uses the research to make his case. Students get more output (deeper learning) for the same input (hours of instruction), which presents another problem: teachers have to get out of the way. “They [teachers] say it’s stressful to teach this way,” he says. “It’s easier to tell them [students] what you know.”
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The real reason why the US is falling behind in math  Opinion  The Boston Globe  0 views

If my seatmate on an airplane asks me what I do for a living, I tell the truth: I'm a mathematician. This generally triggers one of two responses. Either I'm told that I must be brilliant . . . or I hear about the person's inability to balance a checkbook. The truth is, I'm not brilliant, just persistent, and I hate balancing my checkbook. Both responses, however, point to a fundamental misunderstanding about what mathematics is supposed to do and its current  and unfortunate  trajectory in American education.