AI Collection

Journal article

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

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.

Publication status:: Published

Peer review status:: Peer reviewed

Actions

Email

Email this record

Send the bibliographic details of this record to your email address.

Your Email
Please enter the email address that the record information will be sent to.

-
Your message (optional)
Please add any additional information to be included within the email.
Share
Cite

Cite this record

APA Style

Heliwell, T., & Mason, J. (2025). Some Consequences of ‘Acting As If’ for Mathematics Education and Educational Research. Canadian Journal of Science, Mathematics and Technology Education, 25(3-4), 648–659.

MLA Style

Heliwell, T, and J Mason. “Some Consequences of ‘Acting As If’ for Mathematics Education and Educational Research.” Canadian Journal of Science, Mathematics and Technology Education, vol. 25, nos. 3-4, 2025, pp. 648–59.

Chicago Style

Heliwell, T, and J Mason. 2025. “Some Consequences of ‘Acting As If’ for Mathematics Education and Educational Research.” Canadian Journal of Science, Mathematics and Technology Education 25 (3-4): 648–59.
Print

Access Document

Files:: Heliwell_and_Mason_2025_Some_Consequences_of.pdf

(Preview, Version of record, pdf, 728.1KB, Terms of use)

Publisher copy:: 10.1007/s42330-025-00410-z

Authors

+ Heliwell, T More by this author

Role:: Author

+ Mason, J More by this author

Institution:: University of Oxford
Role:: Author
ORCID:: 0000-0001-6079-4322

Publisher:: Springer
Journal:: Canadian Journal of Science, Mathematics and Technology Education More from this journal
Volume:: 25
Issue:: 3-4
Pages:: 648-659
Publication date:: 2025-11-10
Acceptance date:: 2025-10-13
DOI:: 10.1007/s42330-025-00410-z
EISSN:: 1942-4051
ISSN:: 1492-6156

Language:: English
Keywords:: Assessment

Attention

Intention

Acting as if

Educational research

Classroom practice
Pubs id:: 2360287
UUID:: uuid_406bc609-6db7-4660-8e6f-a9c3ec15bfad
Local pid:: pubs:2360287
Source identifiers:: 3632149
Deposit date:: 2026-01-05
ARK identifier:: ark:/29072/ora_406bc6096db746608e6fa9c3ec15bfad

Terms of use

Copyright date:: 2025

Licence:: CC Attribution (CC BY)

Views and Downloads

About views and downloads

If you are the owner of this record, you can report an update to it here: Report update to this record

TO TOP