Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impacton Adults’ Lives
In a previous study of 2 schools in England that taught mathematics very differently, the first author found that a project-based mathematics approach resulted in higher achievement, greater understanding, and more appreciation of mathematics than a traditional approach. This follow-up showed that the young adults who had experienced the 2 mathematics teaching approaches developed profoundly different relationships with mathematics knowledge that contributed toward the shaping of different identities as learners and users of mathematics.
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