Teaching with Variation: A Chinese Way of Promoting Effective Mathematics Learning
2004; World Scientific; Linguagem: Inglês
10.1142/9789812562241_0012
ISSN1793-1150
AutoresLingyuan Gu, Rongjin HUNAG, Ference Marton,
Tópico(s)Learning Styles and Cognitive Differences
ResumoSeries on Mathematics EducationHow Chinese Learn Mathematics, pp. 309-347 (2004) No AccessTeaching with Variation: A Chinese Way of Promoting Effective Mathematics LearningLingyuan GU, Rongjin HUNAG, and Ference MARTONLingyuan GUShanghai Academy of Educational Sciences, China, Rongjin HUNAGThe University of Macau, China, and Ference MARTONGothenburg University, Swedenhttps://doi.org/10.1142/9789812562241_0012Cited by:96 PreviousNext AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsRecommend to Library ShareShare onFacebookTwitterLinked InRedditEmail Abstract: This chapter consists of two parts. First, based on a longitudinal experiment aiming at effective mathematics teaching and learning in China, a theory, called teaching with variation, is summarized by adopting two concepts of variation, i.e. conceptual variation and procedural variation. Secondly, it is demonstrated that the Chinese theory is strongly supported by several well-known Western theories of learning and teaching. Particularly, the Marton's theory offers an epistemological foundation and conceptual support for the Chinese theory. Moreover, the authors argue that the teaching with variation characterizes the mathematics teaching in China and by adopting teaching with variation, even with large classes, students still can actively involve themselves in the process of learning and achieve excellent results. 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