Greg Ashman discusses debates on mathematics teaching and identifies gaslighting as a common tactic where participants make misleading claims. The article challenges the notion of conceptual understanding as a foundational element in math education. It draws from the author’s blog, Filling The Pail, to critique prevailing approaches.
Key Points
- Debates on math teaching often involve gaslighting tactics
- Conceptual understanding is presented as a myth rather than a reality
- Claims in education discussions can be misleading or overstated
Implications for Educational Freedom
No direct implications.