Teaching to think

Abstract

Even where she would confine its teaching to a highly-talented mathematics class, she sees it being of value in introducing students to "a way of thinking that encourages carefulness and precision".That makes its value rest on an assumption of transfer of skills from one area to another, an assumption for which there is no current evidence.Another justification for the teaching of formal logic was thought to be that it was a description of the rules by which a competent mind naturally works. The huge importance of the possibility system is largely ignored.Others have suggested that while the formal rules of logic provide a tether for reason, the process of formalising everyday language, of standing aside from it to look at the patterns is enough to achieve the purpose of "objective" reflection and that one does not have to

Towards the modelling of mathematical metacognition

“…In support of these two methodological strategies, Randhawa (1994) suggested that video recording of think-aloud protocols, along with clinical interviews, can capture the cognition of the problem solver. Haynes (1997) suggested the provision of cues for discussing thinking: "How can one be metacognitively aware or reflective without a language in which to think about oneself?." (p. 6) whilst Artzt and Armour-Thomas (1992) utilised student conversations in small groups to assess students' metacognition.…”

Benefits of Collaborative Philosophical Inquiry in Schools

“…6 6 Perhaps the best introduction to the theory of CPI, and to the ‘community of inquiry’ method as a classroom practice, is Splitter & Sharp, 1995. See also Sharp, 1987, 1991; Haynes, 1997; Sprod, 2001; Fisher, 2003; Splitter, 2003; Gregory, 2004, 2007a; Burgh, Field & Freakley, 2006; Roemischer, 2006. …”

Teacher's perceptions of creativity and teaching creative thinking in the secondary school classroom: possibilities and tensions

“…There is some concern that teachers may not have the skills to teach creativity (Harris & de Bruin, 2018a;Voogt & Pareja Roblin, 2012). Haynes (1997) said, "There are problems with requiring a minimal set of skills thinking or otherwise, for all school students if one is not confident that teachers actually possess them" (p.1). Hansen and Feldhusen (1994) in their study of teachers trained in effective techniques for teaching gifted students, found that these teachers not only encouraged creativity in the classroom but also accentuated its importance encouraging more variety of tasks/behaviours linked with creativity.…”

“…I wouldn't have a clue." [12:22] The importance of a whole school vision is a common theme in the literature (Haynes, 1997;Moseley, 2005). Ritchhart et al (2011) indicated that if there is a whole school vision of thinking skills teachers' beliefs will be less idiosyncratic.…”