Thinking, Big and Small: Why We Need Both in the Mathematics Classroom
By James, Creator of Sembl
In order for us humans to learn, we need to think.
That part’s obvious. But here’s the kicker: have you ever considered what kind of thinking is actually happening in your classroom?
Is it expansive and open-ended? Or narrow and precise?
Let’s take a look at both ends of the spectrum—and why the sweet spot is having both.
The Familiar Question
Here’s a maths problem you’ve likely seen before:
A gardener plants 24 flowers into 6 equal rows. How many flowers are in each row?
Classic, right? Students calculate that 24 ÷ 6 = 4. One correct...
