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Article: In search of an exemplary mathematics lesson in Hong Kong: An algebra lesson on factorization of polynomials.

TitleIn search of an exemplary mathematics lesson in Hong Kong: An algebra lesson on factorization of polynomials.
Authors
KeywordsComparative studies
Enculturation
Mathematics lessons
Teacher perspective and student perspective
Variation
Issue Date2009
Citation
ZDM Mathematics Education, 2009, v. 41, p. 319-332 How to Cite?
AbstractThe author here describes an exemplary grade-8 algebra lesson in Hong Kong, taken from the data of the learners’ perspective study. The analysis presents a juxtaposition of the researcher’s analysis of the lesson with the teacher and students’ perspectives of the lesson. The researcher’s perspective applies the theory of variation for which the main concern of learning is the discernment of the key aspects of the object of learning and that the description of variations delineates the potential of the learning space. Some persistent features were illustrated, namely, the teacher talk was a major input in teaching; the technique of variation was used in the design of the mathematical problems and the dimensions of variation created in the class interaction provided a potential learning environment; the teacher taking seriously the student factor into account in his philosophy and practice. From the standpoint of enculturation, the teacher’s influence as an enculturator is intentional, significant and influential.
Persistent Identifierhttp://hdl.handle.net/10722/60081
ISSN
2015 SCImago Journal Rankings: 0.926

 

DC FieldValueLanguage
dc.contributor.authorMok, IACen_HK
dc.date.accessioned2010-05-31T04:03:18Z-
dc.date.available2010-05-31T04:03:18Z-
dc.date.issued2009en_HK
dc.identifier.citationZDM Mathematics Education, 2009, v. 41, p. 319-332en_HK
dc.identifier.issn1863-9690-
dc.identifier.urihttp://hdl.handle.net/10722/60081-
dc.description.abstractThe author here describes an exemplary grade-8 algebra lesson in Hong Kong, taken from the data of the learners’ perspective study. The analysis presents a juxtaposition of the researcher’s analysis of the lesson with the teacher and students’ perspectives of the lesson. The researcher’s perspective applies the theory of variation for which the main concern of learning is the discernment of the key aspects of the object of learning and that the description of variations delineates the potential of the learning space. Some persistent features were illustrated, namely, the teacher talk was a major input in teaching; the technique of variation was used in the design of the mathematical problems and the dimensions of variation created in the class interaction provided a potential learning environment; the teacher taking seriously the student factor into account in his philosophy and practice. From the standpoint of enculturation, the teacher’s influence as an enculturator is intentional, significant and influential.-
dc.languageengen_HK
dc.relation.ispartofZDM Mathematics Educationen_HK
dc.subjectComparative studies-
dc.subjectEnculturation-
dc.subjectMathematics lessons-
dc.subjectTeacher perspective and student perspective-
dc.subjectVariation-
dc.titleIn search of an exemplary mathematics lesson in Hong Kong: An algebra lesson on factorization of polynomials.en_HK
dc.typeArticleen_HK
dc.identifier.emailMok, IAC: iacmok@hkucc.hku.hken_HK
dc.identifier.authorityMok, IAC=rp00939en_HK
dc.identifier.doi10.1007/s11858-009-0166-8-
dc.identifier.scopuseid_2-s2.0-84867373057-
dc.identifier.hkuros161708en_HK
dc.identifier.eissn1863-9704-

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