Abstract
Whilst Productive Failure (Kapur, Cognition and Instruction, 26:379–424, 2008, Instructional Science, 38:523–550, 2010; Kapur & Bielaczyc, Journal of the Learning Sciences 21:45–83, 2012) has been shown to be efficacious in deepening students’ learning of mathematics in Singapore classrooms, an action research has been undertaken to adapt such constructivist learning design for it to be useful to teachers in the context of the Advanced-Level mathematics instructional goals. Findings revealed the adapted learning design to be more effective in learning the targeted concept of finding volume of solid of revolution than the Lecture and Practice mode of instruction. Insights were also gleaned to inform further adjustments to the learning design.
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