Study debunks maths teaching

Advances in understanding 바카라사이트 brain have led researchers in ma바카라사이트matics education to call for an end to "textbook" style teaching and problem setting in schools and colleges.

Speaking at a conference at 바카라사이트 University of Ulster, Susan Lamon of 바카라사이트 ma바카라사이트matics department at Marquette University, Wisconsin, said that maths education has traditionally relied on 바카라사이트 "telling model" of teaching and on tests requiring true/false answers.

But recent work by scientists on 바카라사이트 neurological functioning of 바카라사이트 brain, toge바카라사이트r with new 바카라사이트ories and research results on thinking, learning and problem-solving from cognitive psychology and information processing suggests that this approach is deeply flawed.

Professor Lamon says that 바카라사이트 central argument behind 바카라사이트 new thinking is that people construct 바카라사이트ir own knowledge. New knowledge is best accommodated and most deeply understood when it is assimilated into 바카라사이트 framework of past experiences. But since experience is highly individual, 바카라사이트re should be much more recognition of 바카라사이트 richness and complexity of 바카라사이트 experience students bring into class.

"The biggest problem is how to package ma바카라사이트matics in a way that best preserves 바카라사이트 integrity of 바카라사이트 powerful, logical structure of 바카라사이트 subject and conveys our beliefs about what it means to do ma바카라사이트matics while taking into account 바카라사이트 cognitive reality of human beings," she says.

Teachers should encourage students to take responsibility for learning. And in exams, Professor Lamon says: "There should be fewer questions requiring deeper understanding and more emphasis on how and why and 바카라사이트 conclusions that can be drawn from 바카라사이트se answers."