You can lead a horse to water…: issues in deepening learning through deepening teaching

Mason, John (2012). You can lead a horse to water…: issues in deepening learning through deepening teaching. In: Hegedus, Stephen J and Roschelle, Jeremy eds. The SimCalc Vision and Contributions: Democratizing Access to Important Mathematics. Advances in Mathematics Education. Berlin: Springer-Verlag, pp. 403–418.

DOI: https://doi.org/10.1007/978-94-007-5696-0_22

URL: http://www.springer.com/education+%26+language/mat...

Abstract

Teaching “well” is seen here not as an engineering problem in which specific practices are located and demonstrated to “work,” but rather as a human endeavor calling upon the whole of the human psyche: behavior, cognition, affect and attention. The construct of different forms of attention as different ways of attending to something is used to analyze data from the chapter by Bishop, in order to shed light on what can happen when students are expected to explain, elaborate, and evaluate for themselves. Other constructs used include metaphor and metonymy, reflection and “taking a reflexive stance” as vital to learning effectively, the ways in which teachers, students and mathematics each mediate in interactions between the other two to form six modes of interaction, and a four-fold structure of activity based on motivational and resource axes.

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