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One Step Back, Three Forward: Success Through Mediated Challenge

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Author
Metz, Martina
Sabbaghan, Soroush
Preciado Babb, Paulino
Davis, Brent
Faculty
Werklund School of Education
Accessioned
2015-08-10T20:45:01Z
Available
2015-08-10T20:45:01Z
Issued
2015-06
Subject
Mathematics education
Mastery learning
Variation theory
Type
unknown
Metadata
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Abstract
How can you keep all students engaged in deepening their mathematical understanding without overwhelming the weakest students or boring the strongest? Teachers in the Math Minds project design lessons around structured sequences that seek to engage all students with questions on which they can succeed, and to then proceed through increasingly sophisticated variations. Teachers attend closely to student responses so that they can adjust difficulty in a manner that allows success and challenge for all. In this paper, we describe key principles that have emerged from the Math Minds initiative. We draw particular attention to variation theory (Marton, 2015) and consider how it plays out in interaction with the other principles.
Refereed
Yes
Citation
Metz, M., Sabbaghan, S., Preciado, P. & Davis, B. "One Step Back, Three Forward: Success Through Mediated Challenge" (2015). In Preciado Babb, P., Takeuchi, M., & Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 178-186. Calgary, Canada: Werklund School of Education, University of Calgary.
Faculty
Werklund School of Education
Institution
University of Calgary
Url
https://werklund.ucalgary.ca/ideas/
Publisher
University of Calgary
Doi
http://dx.doi.org/10.11575/PRISM/5312
Uri
http://hdl.handle.net/1880/50872
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