Category Archives: Teaching mathematics

What is cognitive conflict approach to teaching?

According to Piaget, knowledge is constructed when a learner encounters input from the environment and incorporates the new experiences to his/her existing schemes and mental structures (assimilation). When this new assimilated information conflicts with previously formed mental structures, the result is called disequilibrium – a cognitive conflict. This state of disequilibrium motivates the learner to… Read More »

Schools kill creativity

In this video, Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity. He argues that creativity is as important in education now as literacy. He discusses the lack of variety of opportunities for students to be creative in the way we educate them.… Read More »

Should the historical evolution of math concepts inform teaching?

Should the history of a math concept inform the way we should teach it? Some camps, especially those that strongly object to the usual axiomatic-deductive style of teaching, advocates the use of a “genetic” teaching model that takes seriously into account the historical roots of mathematical knowledge. Here are some studies that support this approach.… Read More »

What is Universal Design in Learning?

This is a perfectly good knob to use. Grab it, turn it, pull (or push), and the door swings open. So it meets your needs. Or does it? Does it meet ALL your needs, your universal set of needs, needs that arise in different situations, different contexts? Well, suppose you are rushing down the corridor… Read More »

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