Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 648-659 |
| Number of pages | 12 |
| Journal | Canadian Journal of Science, Mathematics and Technology Education |
| Volume | 25 |
| Issue number | 3-4 |
| Early online date | 10 Nov 2025 |
| DOIs | |
| Publication status | Published - 1 Dec 2025 |
Bibliographical note
Publisher Copyright:© The Author(s) 2025.
Keywords
- Classroom practice
- Intention
- Attention
- Assessment
- Acting as if
- Educational research
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