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Curriculum Broader Themes: Embedding Equations Into The Curriculum

Adam Boxer goes into real depth about a way in which to embed equations and formulae into the curriculum to make them more manageable for students and to allow you to carefully build up their abilities.

  • 00:00:00 Welcome and introduction
  • 00:02:00 Outline
  • 00:03:40 What contributes to the challenge of an equation question?
  • 00:08:10 What is the current approach in a lot of schools? And why is it troublesome? What does cognitive science say we should do instead?
  • 00:19:56 How can we embed equations into the curriculum feasibly?
  • 00:22:30 Recall of equations
  • 00:25:45 Understanding what the equation means. Can you understand an equation before seeing the equation written down?
  • 00:26:40 Example of magnification
  • 00:31:45 Example of power
  • 00:42:35 Example of pressure
  • 00:50:00 Example of specific heat capacity
  • 01:02:22 Unit conversions – a long term approach
  • 01:04:38 Calculation systems
  • 01:08:50 Structuring question sets
  • 01:35:05 Summary

Adam mentions the go-bag if you are new to the application of cognitive science to the classroom.

Adam obviously loves his visualiser – this excellent twitter thread gives some of other the benefits of using one. If you would like to see more examples of Adam’s hands under the visualiser, his YouTube channel, Boxer’s shorts, has lots of examples of how he teaches certain topics.

This is the blog post containing the different calculation acronyms and Matt’s blog about the approach of rearranging first.

The CogSciSci module on how to write SLOP is a useful addition to what Adam talks about in the later part of the talk.


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