Chapter 5 Ensure that all students are working to their potential.

How can teachers ensure that all students are working to their potential in a problem solving environment?

Phoenix Park was successful because not only did it encourage independence and choice but also allowed students to exercise it. From this model the best we can do is hope that students eventually develop an appreciation for the learning process and decide for themselves to spend their in class time engaged. Is this risky business? Are our students mature enough to handle such autonomy? I am inspired by the argument and results presented by Boaler in chapter 5. I love the idea of students exploring problem solving and given control over the depth of exploration and projects they decide to explore. Boaler talks about how it changed the students’ view of mathematics and its influence on real life. The opportunities at Phoenix Park are fostering creativity, independence and respect and enjoyment of the discipline of mathematics. I keep looking at my own students, and I ask are they mature enough to take on such a task. There is no control over the class; the students have autonomy over what and how much they learn. In an educational atmosphere where standardised test are used to measure how much a student has learned. Who would be held accountable if they did not meet such standards?