Pedagogy tips: Think aloud

Providing an example while exploring a concept isn’t out of the ordinary. However, do these examples actually do the job we intended?

Providing an example while exploring a concept isn’t out of the ordinary. However, do these examples actually do the job we intended? Can our examples create incidental gaps for understanding to fall through?

In life and in maths, there can be a fine line between something being correct and not quite right. Exploring examples and non-examples provides the when, where, what and why an example works – or the when, where, what and why it doesn’t. When carefully chosen, examples and non-examples highlight relevant and irrelevant characteristics, unpack common mistakes and misconceptions, or reveal variations. For example, think about how a square can be a rectangle but a rectangle cannot be a square. How does a rhombus, a parallelogram, a trapezoid or a quadrilateral fit into this rule?

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