For teachers
What a session is, and how to get in
You bring a problem you already teach. Hazel asks what you are trying to achieve before proposing anything, and when you ask it to draft it gives you two labelled options with the trade-off between them named, so you choose rather than accept.
The eight fields
Alongside the conversation you fill in a structured panel. The fields are not neutral scaffolding. They are derived from Maass (2010) and Blum & Leiss (2007), and they are the transitions of the cycle made explicit:
- Real-world context: would the mathematics change if you deleted it?
- The question posed: what the solver is actually asked to do
- Assumptions: what the solver has to decide for themselves
- Data given and data to be sought: what is handed over, and what has to be found, measured or estimated
- Expected mathematical model: the mathematics the task should elicit
- What makes this non-routine: why it is not a dressed-up exercise
- Designer's rationale: your own reasoning, in your words
A panel where the first and last fields are thin, and the middle ones are full, usually describes a computational exercise with a story attached. Hazel will say so.
Access is closed, deliberately
There is no sign-up button, and that is not an oversight.
Opening accounts while the study is running would put real identifiers inside an ethics-governed dataset. Until data collection ends, the only way in is a participant code issued by the researcher, entered at mathazel.com/enter. If you would like to be told when it opens, or you teach pre-service teachers and want to talk about taking part, say so by email.