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ERIC Number: EJ793046
Record Type: Journal
Publication Date: 2008-May
Pages: 5
Abstractor: ERIC
Reference Count: 6
ISSN: ISSN-1529-8957
The Aha! Moment: Making Math Concepts Stick
Evans, Laurynn
Principal Leadership, v8 n9 p16-20 May 2008
This author states that she has lost count of the number of times that she has watched a student have the thrill of an "aha!" moment in a math classroom only to later discover that he or she forgot the skill, lost track of the process, or could not demonstrate their learning when assessment time rolled around. It is frustrating for teachers and students alike when they realize that they have not really learned what they thought they had. The struggle for students to not only learn but also retain mathematical information is one of the biggest challenges educators face. Recent research and practice show that an instructional strategy called "reflective assessment" is helping a growing number of students bridge the gap between learning and retaining math information. In essence, reflective assessment is a metacognitive strategy whereby students are encouraged to reflect on what they have done (or learned) and the processes by which they accomplished those tasks, thereby fostering deeper connections and increasing their retention of learned information. Because math is usually sequential, moves from concrete concepts to abstract ideas, and relies heavily on information permanence (i.e., retaining previous knowledge as a foundation for new information, reflective assessment is a natural fit for math learning.
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A