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CATEGORIES: Mathematics Education Research Group (MERG)
SUMMARY:On the possibility of "\;quick solutions "
\; to persistent problems of student' learning in
mathematics - Dr Gabriel J Stylianides\, Universit
y of Oxford\, Dr Andreas J Stylianides\, Universit
y of Cambridge
DTSTART;TZID=Europe/London:20150615T163000
DTEND;TZID=Europe/London:20150615T180000
UID:TALK59593AThttp://talks.cam.ac.uk
URL:http://talks.cam.ac.uk/talk/index/59593
DESCRIPTION:The number of research studies in mathematics educ
ation that documented persistent (and important) p
roblems of students’ learning is large and acutely
disproportionate to the number of studies that de
signed classroom-based interventions offering prom
ising solutions to some of those problems. Also vi
rtually all available interventions have long dura
tion\, thus appearing to imply that persistent pro
blems of students’ learning require lengthy instru
ctional treatment. While any promising solution to
persistent problems of students’ learning would b
e welcome\, we ask whether quicker solutions might
also be possible. Indeed\, if effective instructi
onal interventions of short duration were found to
be possible\, it would be easier for researchers
to tease out their theoretically essentially compo
nents and more practicable for teachers to use the
m in their classrooms (the interventions would imp
ose fewer demands on teachers to reorganise their
curriculum materials or schemes of work). In this
talk: (1) we will argue the importance of research
on the design of classroom-based interventions of
short duration that can help alleviate persistent
problems of students’ learning in mathematics\; a
nd (2) we will draw on findings from a 4-year desi
gn experiment to present suggestive evidence for t
he possibility of such interventions.
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge
\, CB2 8PQ\, DMB\, Room GS4
CONTACT:Ann Waterman
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