Reblogged from “Research in Practice”
Last week I promised I’d write about something worthwhile this time, so as promised: one of the most worthwhile things I’ve ever read. This piece is not typically seen as “math education research,” but I think it’s of vital importance for us.
You don’t have to read the whole original book by Oskar Pfungst; there are plenty of good summaries of the research online (for instance here and here). This amazing story gets talked about in comparative psychology but I think it has special significance – often missed – for math educators.
Take-home lesson: never underestimate your ability to fool yourself into believing your students understand something when really what they are doing is watching you. To force them to engage the material it is often necessary to restrict their access to you or systematically confound the signals they get from you.
I think this is…
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