Abstract
Since the cockcroft report in 1982, there has been an increasing emphasis on the use of active learning in school mathematics, with a typical and influential view being propounded in Better Mathematics: “Mathematics can be effectively learned only by involving pupils in experimenting, questioning, reflecting, discovering, inventing and discussing. Mathematics should be a kind of learning which requires a minimum of factual knowledge and a great deal of experience in dealing with situations using particular kinds of thinking skills” (Ahmed 1987, 24).
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