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Talk about methods
Teachers formed such tight teams that they were willing to abandon their own past teaching approaches in order to have coherence throughout the school.
In one school they agreed to use one main metaphor, balance (but not to assume it is understood), for all classes for equations and, when it breaks down, to ask 'what can we do now then?' and problem-solve to find out how to restore balance, rather than introduce the new metaphor, e.g. of function machines.
