When students solve mathematical problems for themselves not only do they connect new ideas with what they already know but also they are more likely to remember and transfer their knowledge. There are a number of important steps in planning such learning. Problems and tasks can be introduced without telling the students what to do, the teacher can facilitate the learning rather than “telling”, the tasks can be differentiated for students who experience difficulty and those who finish quickly, and follow up tasks can be created to consolidate the learning activated by the initial problems. Examples of learning sequences will be presented, including from the reSolve project, to illustrate the stages of individual lessons and sequences of lessons.
|Session Code||Session Date||Session Start||Session Finish||Session Location||Places Remaining|
|G-36||07/12/2018||11:00 am||12:00 pm||La Trobe University||
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