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<p>Attributed to William James, the phrase <i>acting as if</i> turns out to pervade educational practices and research, including assessment. It lies at the heart of interactions between teachers and learners and, in the presence of artificial intelligence, raises questions about how assessment is conducted. This paper explores the consequences of ‘acting as if’ for mathematics education and educational research.</p>

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Some Consequences of ‘Acting As If’ for Mathematics Education and Educational Research

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月10日

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  • Tracy Heliwell,
  • John Mason

摘要

Attributed to William James, the phrase acting as if turns out to pervade educational practices and research, including assessment. It lies at the heart of interactions between teachers and learners and, in the presence of artificial intelligence, raises questions about how assessment is conducted. This paper explores the consequences of ‘acting as if’ for mathematics education and educational research.