This is the fourth in a series of blogs on on questions in the classroom, following Turning Around Question-Asking in Your Class [https://www.beaglelearning.com/blog/question-asking-in-your-class/], Learning in a Content-Saturated Environment [https://www.beaglelearning.com/blog/learning-in-a-content-saturated-environment/], and Teaching Via Inquiry Learning — An First Step? [https://www.beaglelearning.
Mathematics is often seen as the epitome of a study of hard facts: answers are either right or wrong, concrete algorithms give concrete results, and mathematical claims are either true or false. All seems somewhat binary with no place for ambiguity or nuance. Yet practitioners of mathematics attempting to describe
The quality education that we need isn’t about what other people have done. It’s about what current students will do. Having just listened to Malcolm Gladwell’s podcast on the topic [http://revisionisthistory.com/episodes/01-the-lady-vanishes], let’s take Elizabeth Thompson as one extraordinary example. She painted The