Volume
14
Issue
1-3
Abstract
The main argument of this article is that “challenging mathematics for all” can be more than just a nice slogan, on condition that all students are empowered to make informed choices of: a challenge to be dealt with, a way of dealing with the challenge, a mode of interaction, an extent of collaboration, and an agent to learn from. Pedagogies supporting such choices are called choice-based pedagogies. The article begins from a theoretical discussion of the relationships between the notions ‘mathematics with distinction,’ ‘giftedness’, ‘challenge’ and ‘choice’. As a result, the learner-centered conceptualization of mathematical challenge is proposed. Then two examples of choice-based pedagogies enabling students with different background and abilities to be engaged in mathematics with distinction are presented. Implications are drawn.
First Page
517
Last Page
540
Recommended Citation
Koichu, Boris
(2017)
"On mathematics with distinction, a learner-centered conceptualization of challenge and choice-based pedagogies,"
The Mathematics Enthusiast: Vol. 14
:
No.
1
, Article 27.
DOI: https://doi.org/10.54870/1551-3440.1409
Available at:
https://scholarworks.umt.edu/tme/vol14/iss1/27
Digital Object Identifier (DOI)
10.54870/1551-3440.1409
