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Notes
They write that American teachers implicitly believe that “Practice should be relatively error-free, with high levels of success at each point. Confusion and frustration, in the traditional American view, should be minimized; they are signs that earlier material was not mastered. The more exercises, the more smoothly learning will proceed” (Stigler & Hiebert 1999, p. 90).
They summarize the Japanese belief about learning as follows: “One can infer that Japanese teachers believe students learn best by first struggling to solve mathematics problems, then participating in discussion about how to solve them… Frustration and confusion are taken to be a natural part of the process, because each person must struggle with a situation or problem first in order to make sense of the information she hears later” (Stigler and Hiebert 1999, p. 91).
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Mintz, A.I. Review of Andrea R. English, Discontinuity in Learning: Dewey, Herbart, and Education as Transformation . Stud Philos Educ 33, 451–458 (2014). https://doi.org/10.1007/s11217-013-9377-0
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DOI: https://doi.org/10.1007/s11217-013-9377-0