BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Talks.cam//talks.cam.ac.uk// X-WR-CALNAME:Talks.cam BEGIN:VEVENT SUMMARY:On the possibility of "\;quick solutions "\; to persistent problems of student' learning in mathematics - Dr Gabriel J Stylianides\, University of Oxford\, Dr Andreas J Stylianides\, University of Cambridge DTSTART:20150615T153000Z DTEND:20150615T170000Z UID:TALK59593@talks.cam.ac.uk CONTACT:Ann Waterman DESCRIPTION:The number of research studies in mathematics education that d ocumented persistent (and important) problems of students’ learning is l arge and acutely disproportionate to the number of studies that designed c lassroom-based interventions offering promising solutions to some of those problems. Also virtually all available interventions have long duration\, thus appearing to imply that persistent problems of students’ learning require lengthy instructional treatment. While any promising solution to p ersistent problems of students’ learning would be welcome\, we ask wheth er quicker solutions might also be possible. Indeed\, if effective instruc tional interventions of short duration were found to be possible\, it woul d be easier for researchers to tease out their theoretically essentially c omponents and more practicable for teachers to use them in their classroom s (the interventions would impose fewer demands on teachers to reorganise their curriculum materials or schemes of work). In this talk: (1) we will argue the importance of research on the design of classroom-based interven tions of short duration that can help alleviate persistent problems of stu dents’ learning in mathematics\; and (2) we will draw on findings from a 4-year design experiment to present suggestive evidence for the possibili ty of such interventions. LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DM B\, Room GS4 END:VEVENT END:VCALENDAR