LICR

A suggestion for a solution to the rote learning problem is proposed by Brousseau's Theory of Didactical Situations, claiming that learning is more efficient if students construct their own task solutions instead of imitating given solution procedures. The LICR program (presently, 2015) consists of some 15 more or less closely related research studies of different relations between 1) task properties, 2) teacher-student interaction, 3) students' task solving reasoning and 4) learning outcomes. It builds on results of several studies found in the research literature, showing how suitable teaching can support students' higher-order thinking but also that such teaching is more difficult than the commonly found teaching by providing solution templates. The results so far within the LICR project show repeatedly that learning by construction of solutions is more effective than learning by imitation of solutions.