Rosy Maths<p>Hey <a href="https://mathstodon.xyz/tags/MathEducation" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>MathEducation</span></a> people,<br>I remember some time ago reading how optimal outcomes for understanding and conceptual learning in mathematics happened when the students were in control of the pacing of the learning, but the teacher still chose and sequenced the content.</p><p>Now I need to find this research again because a bunch of parents are giving my fellow teacher grief for “Not finishing the textbook” in yr 7 mathematics! </p><p>Can anyone help me find this? (Boosts welcome)<br><a href="https://mathstodon.xyz/tags/teaching" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>teaching</span></a> <a href="https://mathstodon.xyz/tags/mathematics" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>mathematics</span></a> <a href="https://mathstodon.xyz/tags/MathsEducation" class="mention hashtag" rel="nofollow noopener noreferrer" target="_blank">#<span>MathsEducation</span></a></p>