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Teaching Through Comparison: What Works and When?

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Manage episode 475285606 series 2929726
Content provided by Kieran Mackle. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Kieran Mackle or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://ppacc.player.fm/legal.

This week on Thinking Deeply about Primary Education, Emma Lindley-Thompson and John Jackson dive into a landmark study by Bethany Rittle-Johnson and Jon Star: Does comparing solution methods facilitate conceptual and procedural knowledge?

We explore:

  • The premise of the study and how the researchers tested their hypothesis through equation-solving tasks.

  • Key findings that shed light on the benefits and challenges of comparing solution methods.

  • Where the responsibility lies—should the teacher or the curriculum initiate comparison-based learning?

  • Whether and how teachers can balance direct instruction with opportunities for pupils to explore and compare independently.

  • How we might adapt these findings for the primary classroom, ensuring comparisons support learning without overwhelming students.

This episode offers valuable insights for anyone teaching mathematics, developing curriculum, or interested in research-informed approaches to deepening conceptual understanding.

If you enjoy this episode, please support us by subscribing to our YouTube channel, leaving a review on Spotify or Apple Podcasts, or making a donation via www.ko-fi.com/tdape. Join the discussion on our Discord server!

  continue reading

244 episodes

Artwork
iconShare
 
Manage episode 475285606 series 2929726
Content provided by Kieran Mackle. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Kieran Mackle or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://ppacc.player.fm/legal.

This week on Thinking Deeply about Primary Education, Emma Lindley-Thompson and John Jackson dive into a landmark study by Bethany Rittle-Johnson and Jon Star: Does comparing solution methods facilitate conceptual and procedural knowledge?

We explore:

  • The premise of the study and how the researchers tested their hypothesis through equation-solving tasks.

  • Key findings that shed light on the benefits and challenges of comparing solution methods.

  • Where the responsibility lies—should the teacher or the curriculum initiate comparison-based learning?

  • Whether and how teachers can balance direct instruction with opportunities for pupils to explore and compare independently.

  • How we might adapt these findings for the primary classroom, ensuring comparisons support learning without overwhelming students.

This episode offers valuable insights for anyone teaching mathematics, developing curriculum, or interested in research-informed approaches to deepening conceptual understanding.

If you enjoy this episode, please support us by subscribing to our YouTube channel, leaving a review on Spotify or Apple Podcasts, or making a donation via www.ko-fi.com/tdape. Join the discussion on our Discord server!

  continue reading

244 episodes

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