There are differing opinions as to how information should be presented to students based on the various definitions of what constitutes as ‘knowledge’. From a traditional perspective, students are viewed as passive receptors of information and “…are evaluated according to how well they master the teacher-directed outcomes…” (Mitchell et al, 2016, p. 206). In this way, student understanding is based on their ability to perform well on assessments that meet the curriculum expectations and in turn, are rewarded with grades. The problem with a traditional mindset is that it creates a scripted learning environment where concepts are taught in a static manner and therefore lack the context necessary to gain a deeper understanding. For example, if students are simply taught a formula, they may understand how to use the formula when given all the information, but struggle to apply it because they lack the understanding of what the formula means. This can also make it more difficult for students to see and form relationships between concepts without being explicitly shown. For example, a student may understand that the area of a triangle is (base x height) /2 and understand that the area of a parallelogram is base x height but never recognizes the relation between the concepts because they lack the contextual understanding necessary to do so. Students therefore become accustom to reiterating rules, formulas and ‘textbook facts’ and are less inclined to question or explore these concepts further on their own.