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dc.contributor.authorMetz, Martina
dc.contributor.authorSabbaghan, Soroush
dc.contributor.authorPreciado Babb, Paulino
dc.contributor.authorDavis, Brent
dc.date.accessioned2015-08-10T20:45:01Z
dc.date.available2015-08-10T20:45:01Z
dc.date.issued2015-06
dc.identifier.citationMetz, 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.en_US
dc.identifier.isbn978-0-88953-384-4
dc.identifier.urihttp://hdl.handle.net/1880/50872
dc.description.abstractHow 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.en_US
dc.languageen
dc.language.isoenen_US
dc.publisherUniversity of Calgaryen_US
dc.subjectMathematics educationen_US
dc.subjectMastery learningen_US
dc.subjectVariation theoryen_US
dc.titleOne Step Back, Three Forward: Success Through Mediated Challengeen_US
dc.typeunknown
dc.description.refereedYesen_US
dc.contributor.facultyWerklund School of Education
dc.publisher.urlhttps://werklund.ucalgary.ca/ideas/en_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5312


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