In some lessons we decide that, rather than including errors, we invited students to complete unfinished responses. For example, in the Testing a New Product task (Figure 12) students’ were asked to complete the tables in Penny and Aran’s work and the final column in Harry’s graph (Figure 13).
They were then asked to describe the advantages and disadvantages of each approach to the problem. Most students in a UK trial of the lesson were able to complete the work, they understood the processes, and were able to work out the correct answers. They did however encounter difficulties interpreting the resulting figures in the context of the real-world situation. This struggle prompted students to consider how far each approach is fit for purpose: how well it each one tackles the problem of working with the four variables of packaging, fragrance, gender and preference, and how far useful conclusions may be reached using each approach.
In some lessons we decide that, rather than including errors, we invited students to complete unfinished responses. For example, in the Testing a New Product task (Figure 12) students’ were asked to complete the tables in Penny and Aran’s work and the final column in Harry’s graph (Figure 13).They were then asked to describe the advantages and disadvantages of each approach to the problem. Most students in a UK trial of the lesson were able to complete the work, they understood the processes, and were able to work out the correct answers. They did however encounter difficulties interpreting the resulting figures in the context of the real-world situation. This struggle prompted students to consider how far each approach is fit for purpose: how well it each one tackles the problem of working with the four variables of packaging, fragrance, gender and preference, and how far useful conclusions may be reached using each approach.
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