Making use of Cognitive Conflict. Lucy Sayce firstname.lastname@example.org & Zofia Frasinski. NCETM National Conference Engaging with Mathematics - A journey for teachers, learners and families 1 st December 2009, Nottingham. Aims of the project.
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Lucy Sayce email@example.com
NCETM National Conference Engaging with Mathematics - A journey for teachers, learners and families
1st December 2009, Nottingham
1. Jackson, P.Z. & McKergow, M. (2007) The Solutions Focus: making Coaching & Change SIMPLE. Nicholas Brearley Publishing, London.
2. Revans, R. (1998) ABC of Action Learning. London: Lemos and Crane.
Eliciting strong emotions
Was it helpful to team up with other groups?
How many of these depend on opportunities for discussion?
Do pupils all listen when there is class sharing of ideas. Is this the best way to share ideas?
Is confusion necessary to start the thinking process?
Do pupils recognise what helps?
Does knowing too much maths stifle creativity?
Do you need lots of ideas to enable a rich discussion?
Using CC takes the fixation away from the activity and enables you to concentrate on the thinking.
Are younger children more open to conflict? (Older pupils want to just know the answer?)Reflections from Study Day 2: