Simplification and repetition of mathematical tasks: a recipe for success or failure?

摘要: Abstract This study combines sociological and psychological perspectives in an emergent framework, to the teaching of low-attaining 9 10 year olds. Participant observation a small group children during 6 week block work on fractions was used analyse their performance trajectory. Critical incidents are utilised shifting teacher–children interactions. While responses oral questions demonstrated initial proficiency, proficiency lower for equivalent written tasks. Student such tasks progressively declined. The teacher attempted reduce level task difficulty ensure success However, consequent attitudinal change among led poorer performance. Thus, simplification led, via associated normative changes, declining strategy counter-productive.