Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning (Corwin Mathematics Series)

by Peter Liljedahl

students in the three aforementioned groups, students who mimicked attempted, and often completed, the task. What they were doing, however, was trying to recreate the pattern of the solutions that had just been demonstrated on the board. This involved constant referencing to the demonstrated example with line-by-line mapping from the example to the task at hand. If the example that the teacher had demonstrated did not match the task they were asked to do, these students were often way off track or completely stuck. When we interviewed the teachers in whose classrooms we were doing the studenting research, all of them stated, with emphasis, that they did not want their students to mimic. Ironically, 100% of the students who mimicked stated that they thought that mimicking was what their teacher wanted them to do. They were reading the demonstration of an analogous example prior to the now-you-try-one tasks as an invitation to mimic.

Pseudo-cognition Pseudo-learning Be tough ethos=solution