Integrating assessment and feedback to overcome barriers to learning at the passive/active interface in mathematics courses
This paper pays particular attention to the passive/active
interface in mathematics, which has its own special dynamics and
tension and can form an impenetrable learning barrier. Though
psychological and invisible, this barrier is common but largely
neglected in traditional methods of teaching mathematics. The
purpose of this brief paper is to draw attention to this
interface, and illustrate strategies for overcoming it, by means
of a case study from recent teaching by the author.
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