Rethinking failure in mathematics education: A historical appeal
Abstract
Although failure can be seen as unproductive or even counterproductive in mathematics classrooms, historical evidence suggests that negotiations around failure can act as a fountainhead of creative insight. To make this claim, we focus in particular on the historical development of mathematical formalisms. We survey recent scholarship supporting the notion that “failure” may be used productively in the classroom, and offer tentative suggestions...
Paper Details
Title
Rethinking failure in mathematics education: A historical appeal
Published Date
Dec 1, 2018
Volume
30
Pages
76 - 89
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Notes
History