Wrong answers to stimulate critical analysis
Issue 370 | Page 74 | Published Sep 2018
An exploration of three techniques designed to use the concept of incorrect or wrong solutions to stimulate critical analysis of mathematical principles.
More from this issue
The Royal Society of Chemistry is developing a framework for a relevant and coherent chemistry curriculum for all students.
The role of questioning in the science classroom, built on the author's experience of trying to develop the skill.
An introduction to the work of the UK's three main professional bodies for science on developing curriculum frameworks.