Teaching and learning mathematics through variation : Confucian heritage meets Western theories / edited by Rongjin Huang and Yeping Li.
Huang, Rongjin (Associate professor), editor.; Li, Yeping, editor.
2017
QA16 .T43 2017eb
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Title Teaching and learning mathematics through variation : Confucian heritage meets Western theories / edited by Rongjin Huang and Yeping Li.
ISBN 9789463007825 (electronic book)
9463007822 (electronic book)
9789463007818
9463007814
9789463007801
9463007806
Published Rotterdam ; Boston : Sense Publishers, [2017]
Copyright ©2017
Language English
Description 1 online resource (xv, 459 pages) : illustrations
Call Number QA16 .T43 2017eb
Dewey Decimal Classification 510.71
Summary "Efforts to improve mathematics teaching and learning globally have led to the ever-increasing interest in searching for alternative and effective instructional approaches from others. Students from East Asia, such as China and Japan, have consistently outperformed their counterparts in the West. Yet, Bianshi Teaching (teaching with variation) practice, which has been commonly used in practice in China, has been hardly shared in the mathematics education community internationally. This book is devoted to theorizing the Chinese mathematical teaching practice, Bianshi teaching, that has demonstrated its effectiveness over half a century; examining its systematic use in classroom instruction, textbooks, and teacher professional development in China; and showcasing of the adaptation of the variation pedagogy in selected education systems including Israel, Japan, Sweden and the US."--Provided by publisher.
Note "Efforts to improve mathematics teaching and learning globally have led to the ever-increasing interest in searching for alternative and effective instructional approaches from others. Students from East Asia, such as China and Japan, have consistently outperformed their counterparts in the West. Yet, Bianshi Teaching (teaching with variation) practice, which has been commonly used in practice in China, has been hardly shared in the mathematics education community internationally. This book is devoted to theorizing the Chinese mathematical teaching practice, Bianshi teaching, that has demonstrated its effectiveness over half a century; examining its systematic use in classroom instruction, textbooks, and teacher professional development in China; and showcasing of the adaptation of the variation pedagogy in selected education systems including Israel, Japan, Sweden and the US."--Provided by publisher.
Bibliography, etc. Note Includes bibliographical references and index.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Huang, Rongjin (Associate professor), editor.
Li, Yeping, editor.
Series Mathematics teaching and learning ; v. 2.
Available in Other Form Teaching and learning mathematics through variation.
Linked Resources Online Access
Record Appears in Online Resources > Ebooks
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Foreword
Acknowledgements
Part I: Theoretical Perspectives
Introduction
Theory and Development of Teaching through Variation in Mathematics in China
‘Bianshi’ and the Variation Theory of Learning: Illustrating Two Frameworks of Variation and Invariance in the Teaching of Mathematics
Variation in Tool-Based Mathematics Pedagogy: The Case of Dynamic Virtual Tool
Pedagogy of Variations: Synthesis of Various Notions of Variation Pedagogy
Part II: Variation as a Pedagogical Perspective for Classroom Instruction in China
Introduction
Characteristics of Teaching Mathematical Problem Solving in China: Analysis of a Lesson from the Perspective of Variation
Teaching the Formula of Perfect Square through Bianshi Teaching
Teaching Geometrical Concepts through Variation: A Case Study of a Shanghai Lesson
Teaching Geometry Review Lesson through Variation: A Case Study
Teaching Algebra through Variations: Contrast, Generalization, Fusion, and Separation
Part III: The Pedagogical Perspective of Variations as a Principle for Curriculum Development and Teacher Professional Development in China
Introduction: “The Lesson Plan is Only the Teacher’s Hypothesis of Students’ Learning”
Strategies for Using Variation Tasks in Selected Mathematics Textbooks in China
An Expert Teacher’s Use of Teaching with Variation to Support a Junior Mathematics Teacher’s Professional Learning
Teaching and Learning Mathematics through Variation in Lesson Study
Part IV: Use of the Pedagogy of Variation Around the World
Introduction: Putting Variation Theory to Work
Improving Teaching through Variation: A Japanese Perspective
Developing Algebraic Reasoning through Variation in the U.S.
Using Variation of Multiplicity in Highlighting Critical Aspects of Multiple Solution Tasks and Modeling Tasks
Learning to Teach with Variation: Experiences from Learning Study in Sweden
Part V: Commentary and Conclusion
Teaching through Variation: An Asian Perspective – Is the Variation Theory of Learning Varying?
Teaching through Variation: A European Perspective
Issues in Variation Theory and How It Could Inform Pedagogical Choices
About the Authors
Subject Index.

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