An expert teacher’s use of teaching with variation to support a junior mathematics teacher’s professional learning
An expert teacher’s use of teaching with variation to support a junior mathematics teacher’s professional learning
This chapter focuses on the process of teacher change and, in particular, how a Chinese expert teacher in Shanghai used the idea of teaching with variation (to support a junior teacher (with three years of teaching experience) to develop certain ways of reflecting on her teaching. We identified the expert teacher’s significant guidance in the following two sophisticated ways: (1) the use of teaching notions that teachers commonly share and understand in China to understand the theoretical terms of teaching with variation; (2) the use of teaching frameworks and language that teachers commonly understand and practice in the country to understand an emphasis on the fundamental ‘chains’ in learning mathematics and the dynamic process of Pudian. Our study reveals how the detail of didactics and mathematics pedagogy can be zoomed in on when there is an understood structure within which to do this. The chapter expands knowledge of using the Chinese practitioner’s ideas of teaching with variation to guide mathematics teacher preparation and teacher professional development.
mathematics, teaching, learning, variation, teacher professional development, expert teacher, teaching with variation, Pudian, scaffolding, Shanghai
241-266
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Sikko, Svein Arne
fe3df088-6bcc-40c4-88de-4fbe1346d0c3
January 2017
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Sikko, Svein Arne
fe3df088-6bcc-40c4-88de-4fbe1346d0c3
Ding, Liping, Jones, Keith and Sikko, Svein Arne
(2017)
An expert teacher’s use of teaching with variation to support a junior mathematics teacher’s professional learning.
In,
Huang, Rongjin and Li, Yeping
(eds.)
Teaching and learning mathematics through variation: Confucian heritage meets Western theories.
(Mathematics Teaching and Learning, 2)
Rotterdam, NL.
Sense, .
(doi:10.1007/978-94-6300-782-5_14).
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Abstract
This chapter focuses on the process of teacher change and, in particular, how a Chinese expert teacher in Shanghai used the idea of teaching with variation (to support a junior teacher (with three years of teaching experience) to develop certain ways of reflecting on her teaching. We identified the expert teacher’s significant guidance in the following two sophisticated ways: (1) the use of teaching notions that teachers commonly share and understand in China to understand the theoretical terms of teaching with variation; (2) the use of teaching frameworks and language that teachers commonly understand and practice in the country to understand an emphasis on the fundamental ‘chains’ in learning mathematics and the dynamic process of Pudian. Our study reveals how the detail of didactics and mathematics pedagogy can be zoomed in on when there is an understood structure within which to do this. The chapter expands knowledge of using the Chinese practitioner’s ideas of teaching with variation to guide mathematics teacher preparation and teacher professional development.
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Ding-etc_teach_variation_support 2017
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Published date: January 2017
Keywords:
mathematics, teaching, learning, variation, teacher professional development, expert teacher, teaching with variation, Pudian, scaffolding, Shanghai
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 405251
URI: http://eprints.soton.ac.uk/id/eprint/405251
PURE UUID: defad886-1898-480e-901a-3dfe6ccfb348
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Date deposited: 31 Jan 2017 16:30
Last modified: 15 Mar 2024 04:26
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Contributors
Author:
Liping Ding
Author:
Svein Arne Sikko
Editor:
Rongjin Huang
Editor:
Yeping Li
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