Research Fellow, Sheila Evans, is to be awarded the Degree of PhD for her classroom-based research into the affordances and constraints of the resources developed from the Mathematics Assessment Project.
Her research focused on what secondary students said and did when, in pairs, they solved mathematics problems and worked with Designed Student Responses to the same problems. Integral to the design was the expectation that working with Designed Student Responses provided opportunities for students to practise social metacognitive regulation. These developed practices could then be applied to the more challenging environment of constructing a joint solution to a problem. The results did not entirely fit this expectation, but nevertheless provided some highly useful insights into the relationship between task activities, student prior knowledge, their talk and outcomes.
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