ABSTRACT
This chapter addresses ways in which you can help pupils to become active learners through providing active learning in teachers' classroom. Some writers argue that active learning underpins ‘deep learning’, as opposed to ‘surface learning’, which is learning with little understanding. Active learning underpins meaningful learning because it enables pupils to develop knowledge of the subject taught, and skills for learning including the ability to reflect on the processes involved in that learning. The responses of Robert and Manjeet suggest two important things. The first of these is that they experience mathematics differently. They appear to approach their learning in two qualitatively different ways. Active learning strategies benefit both teachers and pupils. As a teacher, they enable teachers to spend more time with groups or individuals, which allow better-quality formative assessment and feedback to take place.
