Complexity Arising from “Escape Room” Style Activities in A High School Calculus Class

Traditional mathematics instruction serves many purposes in today’s education systems. Providing step-by-step guidance and lecture-style tuition is often the norm. However, emerging insights into challenge, grit, optimal teaching learning strategies suggest that there may be benefit from increasing mental burden on students. A short-term investigation was conducted use of choice, unstructured assessment a “locked box” style student-directed task for high school calculus class ESL students China. Results were encouraging suggested emergence complex system composed individual transcended typical classroom experience.