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Conference Paper: Lessons from a Small-scale Observational Study - An Example of the Teaching of Fractions

TitleLessons from a Small-scale Observational Study - An Example of the Teaching of Fractions
Authors
Issue Date2004
Citation
The 28th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME), Bergen, Norway, 14-18 July 2004 How to Cite?
AbstractThe aim of this paper is to demonstrate what a small-scale project can tell about features of teaching and learning in two different cultures. We argue that some features, which may not be easily observed within one culture, can become more visible in the contrast in order to get a better understanding of the teaching practice per se, even from a small scale project. We have studied the mathematics teaching in one classroom in Hong Kong and four in Sweden. Based on the assumption, that how the content is taught has an important implication on what students may possibly learn, we compared how the teaching of the same topic (fraction) may differ between the two places. Some profound differences regarding how the same topic was dealt with in the two countries were found. In the Hong Kong data several things were handled in one lesson at the same time whereas in the Swedish data this happened in a sequence of lessons spreading over a substantial period.
Persistent Identifierhttp://hdl.handle.net/10722/109357

 

DC FieldValueLanguage
dc.contributor.authorRunesson, Uen_HK
dc.contributor.authorMok, IACen_HK
dc.date.accessioned2010-09-26T01:18:57Z-
dc.date.available2010-09-26T01:18:57Z-
dc.date.issued2004en_HK
dc.identifier.citationThe 28th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME), Bergen, Norway, 14-18 July 2004-
dc.identifier.urihttp://hdl.handle.net/10722/109357-
dc.description.abstractThe aim of this paper is to demonstrate what a small-scale project can tell about features of teaching and learning in two different cultures. We argue that some features, which may not be easily observed within one culture, can become more visible in the contrast in order to get a better understanding of the teaching practice per se, even from a small scale project. We have studied the mathematics teaching in one classroom in Hong Kong and four in Sweden. Based on the assumption, that how the content is taught has an important implication on what students may possibly learn, we compared how the teaching of the same topic (fraction) may differ between the two places. Some profound differences regarding how the same topic was dealt with in the two countries were found. In the Hong Kong data several things were handled in one lesson at the same time whereas in the Swedish data this happened in a sequence of lessons spreading over a substantial period.-
dc.languageengen_HK
dc.relation.ispartofAnnual Meeting of the International Group for the Psychology of Mathematics Education (PME)en_HK
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.titleLessons from a Small-scale Observational Study - An Example of the Teaching of Fractionsen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailMok, IAC: iacmok@hkucc.hku.hken_HK
dc.identifier.authorityMok, IAC=rp00939en_HK
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros102691en_HK

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