This paper discusses some of the design approaches used in 40 years of work at the Shell Centre for Mathematical Education – and some examples from other groups – for which there is some evidence of efficacy. These range from detailed tactics for designing student activities to more “political” strategies for fostering change at system level.
Published in Educational Designer issue 13.
Supporting material for the book Learning and Teaching for Mathematical Literacy by Hugh Burkhardt, Daniel Pead and Kaye Stacey (ISBN 9781032301174).
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