Deep and shallow approaches to learning mathematics are not mutually exclusive
(2016)
Conference Proceeding
Mathias, J., & Newton, D. (2016). Deep and shallow approaches to learning mathematics are not mutually exclusive. In G. Adams (Ed.),
From time to time, students are characterised as having a deep or shallow approach to learning. A deep approach to learning tends to attract more approval than a shallow approach, at least in the West. Students on a university-based Foundation course... Read More about Deep and shallow approaches to learning mathematics are not mutually exclusive.