Documente Academic
Documente Profesional
Documente Cultură
MAED 6161
Teaching and Learning Mathematics in
the Changing Curriculum
Ng Ka Wai
1155073128
Chang Hei Man Kate
1155073105
Eugene Sze
1155073134
Tse Tung Ho
1155006557
Tam Wai Man
1010091880
Agenda
Introduction
Summary of the article
Examples
Reflection based on the local context
Conclusion
Reference
Introduction
2 Primary School Teachers
2 Secondary School Teachers
1 International School Teacher
Article:
[C4]Watson, A. & Mason. J. (2006). Seeing an exercise as
a single mathematical object: Using variation to structure
sense-making, Mathematical Thinking and Learning, 8(2),
91-111.
Hypothetical learning
trajectory (Simon 2005)
Three main components:
Design of constrained
variation of exercises
1. The number and the nature of the differences presented
to learners should be constrained to let learners focus on
important variables.
2. Both combination of several similar examples and further
not-quite similar examples should be provided to let
learners self-correct their errors and make further
refinement on their conjectures.
Conclusion
Variation:
enhance students understanding and the underlying
theoretical framework behind this notion
textbooks are unlikely to be able to have the resources to
design such variation-based exercises
for every
mathematical concept given their need to work towards
tight timeframes
Teacher's role
1. make sure learners' focus is towards the hypothesised
learning outcome
2. guide learners to wider and more abstract mathematical
concepts.
References
Marton, F.; Booth, S. (1997). Learning and Awareness. New Jersey: Lawrence Eribaum Associates.
Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective.
Journal for Research in Mathematics Education, 26, pp. 114-145
Watson, A.; Mason, J. (2006). Seeing an exercise as a single mathematical object: Using
variation to structure sense-making. Mathematical Thinking and Learning, 8 (2), pp. 91-111