“Not to lose the chain in learning mathematics”: expert teaching with variation in Shanghai
“Not to lose the chain in learning mathematics”: expert teaching with variation in Shanghai
This paper reports on an expert teacher’s ideas and practice of teaching with variation that underpin her guidance of junior teachers in lesson design study in a research project in Shanghai, China. The data we analysed included the teacher’s lesson plan, teaching references, classroom materials, together with the video of the lesson and its transcript. Using the framework of teaching with variation, we identified four types of variation: task variation, example variation, calculation method variation, and exercises variation. The findings help towards a deeper understanding of the complexity of teaching expertise valued in the Chinese mathematics classroom.
expert teacher, teaching, mathematics, variation theory, Shanghai, China
209-216
International Group for the Psychology of Mathematics Education
Ding, Liping
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Jones, Keith
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Mei, Lina
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Sikko, Svein Arne
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Ding, Liping
5e8b8f42-c5a5-46ce-a538-0eb2127f3329
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Mei, Lina
127c326e-7492-4764-ac37-323ca5bc2e23
Sikko, Svein Arne
fe3df088-6bcc-40c4-88de-4fbe1346d0c3
Ding, Liping, Jones, Keith, Mei, Lina and Sikko, Svein Arne
(2015)
“Not to lose the chain in learning mathematics”: expert teaching with variation in Shanghai.
Beswick, Kim, Muir, Tracey and Fielding-Wells, Jill
(eds.)
In Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education.
vol. 2,
International Group for the Psychology of Mathematics Education.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
This paper reports on an expert teacher’s ideas and practice of teaching with variation that underpin her guidance of junior teachers in lesson design study in a research project in Shanghai, China. The data we analysed included the teacher’s lesson plan, teaching references, classroom materials, together with the video of the lesson and its transcript. Using the framework of teaching with variation, we identified four types of variation: task variation, example variation, calculation method variation, and exercises variation. The findings help towards a deeper understanding of the complexity of teaching expertise valued in the Chinese mathematics classroom.
Text
Ding-etc_chain_learn_math_PME39_2015
- Accepted Manuscript
More information
Accepted/In Press date: 7 April 2015
e-pub ahead of print date: 13 July 2015
Venue - Dates:
39th Conference of the International Group for the Psychology of Mathematics Education, University of Tasmania, Hobart, Australia, 2015-07-13 - 2015-07-18
Keywords:
expert teacher, teaching, mathematics, variation theory, Shanghai, China
Identifiers
Local EPrints ID: 416115
URI: http://eprints.soton.ac.uk/id/eprint/416115
ISSN: 0771-100X
PURE UUID: d42098e9-430d-4daf-acd0-3c9f9c713f45
Catalogue record
Date deposited: 04 Dec 2017 17:30
Last modified: 15 Mar 2024 16:56
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Contributors
Author:
Liping Ding
Author:
Lina Mei
Author:
Svein Arne Sikko
Editor:
Kim Beswick
Editor:
Tracey Muir
Editor:
Jill Fielding-Wells
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