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Why Think That‽

Partially Examining The Teachers' New Clothes

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Author: rees

Prevalence Induced Concept Change in the Classroom

That maths is a generally maligned subject is without much doubt. When I meet a new person and they ask my job and can see the sweat begin to bead on their foreheads. As a maths teacher it can be

rees September 20, 2018September 20, 2018 Evidence-Based No Comments Read more

Students and Advice

Previously I wrote about teachers and advice in terms of their effectiveness. Recently I stumbled on some research that looks at the effects of students and advice giving. The study involved 318 students who were randomly assigned either to receive

rees September 3, 2018September 3, 2018 Evidence-Based No Comments Read more

Flipped Classrooms in Secondary School: Mind the Gap

This is an exciting time of great experimentation by many people to seek out a variety of good active learning teaching techniques for mathematics. What I can contribute is an evolutionary process of my own questioning, experience, reaction, and adaptation

rees August 27, 2018August 27, 2018 Ponderings No Comments Read more

The Importance of Teachers Talking to Each Other

Our account suggests that district policymakers can influence teachers’ access to their expert peers, but relying solely on making student test data widely available to teachers is likely to be insufficient, due in part to the skepticism among school staff

rees August 18, 2018 Evidence-Based No Comments Read more

The Map is not the Territory

“There’s nothing more real to you than your subjective experience of reality and there’s nothing more opaque to science”.⁠1 – Michael Pollan If this is true, and I think it would be silly to argue otherwise, then any person should

rees August 14, 2018August 14, 2018 Ponderings No Comments Read more

What I think about when I think about thinking

What does it mean to think and develop thoughts in a particular subject or field of interest? What does it mean to say that a student knows something as opposed to them having simply repeated the answer verbatim? What does

rees August 11, 2018 Evidence-Based No Comments Read more

The Conflict in Teachers Between What Feels Right & What Probably Is Right

After my last post I had a discussion with a friend and he said the following: I once raised the point with a teacher [that Learning Styles Theories lacked any corroborating evidence] and the response was that theory didn’t need

rees August 6, 2018 Ponderings No Comments Read more

Learning Styles Theories

tl;dr: It seems Learning Styles are demonstrably not really a thing.  Basics: In a 2015 paper titled, “The Scientific Status of Learning Styles Theories”⁠1, the authors posit that evidence is lacking in  the defense of the Learning Styles Model. On

rees July 31, 2018July 31, 2018 Evidence-Based No Comments Read more

Kamaji & Maths: The Power of Habit in Problem-Solving

Kamaji & Maths: The Power of Habit in Problem-Solving

In Charles Duhigg’s book, ‘The Power of Habit’, he lays out a compelling argument both for the powerful and simplicity of habits. They seem to happen without requiring any cognitive output, prompted by some unbeknownst thing working in the back

rees July 29, 2018July 30, 2018 Ponderings No Comments Read more

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Advice commognition epistemology Flipped Classroom Habit Learning Styles Mathematics Meta Psychology Reflective Equilibrium Research Sfard
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