Wrong answers to stimulate critical analysis

• Autores: John J. Turner
• Localización: School Science Review, ISSN 0036-6811, Vol. 100, Nº. 370, 2018 (Ejemplar dedicado a: Framing the secondary science curriculum / coord. por Anthony Tomei), págs. 74-83
• Idioma: inglés
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• Resumen

  • This article endeavours to define how the application of incorrect or wrong solutions to mathematical equations or problems can be used to help stimulate students to perform a critical analysis of the mathematics being applied or the context of the equations used. The context of the application is discussed together with the specific learning environment and surrounding conditions needed prior to the technique’s application. In addition, the application of the technique is used to observe the students’ response and the degree of confidence they display.