Teaching with Procedural Variation: A Chinese Way of Promoting Deep Understanding of Mathematics

Autor/inn/en	Lai, Mun Yee; Murray, Sara
Titel	Teaching with Procedural Variation: A Chinese Way of Promoting Deep Understanding of Mathematics
Quelle	In: International Journal for Mathematics Teaching and Learning, (2012), (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Mathematics Education; Mathematics Achievement; Symbols (Mathematics); Rote Learning; Foreign Countries; Comparative Analysis; Teaching Methods; Mathematics Instruction; Outcomes of Education; Learning Strategies; Arithmetic; Secondary School Mathematics; China; United States + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mechanisches Lernen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Addition; Arithmetik; Arithmetikunterricht; Rechnen; USA
Abstract	In mathematics education, there has been tension between deep learning and repetitive learning. Western educators often emphasize the need for students to construct a conceptual understanding of mathematical symbols and rules before they practise the rules (Li, 2006). On the other hand, Chinese learners tend to be oriented towards rote learning and memorization (Marton, Watkins & Tang, 1997). One aspect of the criticism is that rote learning is known to lead to poor learning outcomes (Watkins & Biggs, 2001). However, Chinese students consistently outperform their Western counterparts in many international comparative studies on mathematics achievement such as TIMSS (Beaton, Mullis, Martin, Gonzalez, Kelly & Smith, 1997; Mullis, Martin, & Foy, 2008) and PISA (OECD, 2004; OECD, 2010). This paper aims to contribute to an understanding of the "paradox of the Chinese learners" (Marton, Dall' Alba & Lai, 1993) by exploring the procedural variation and its place in the development of mathematical understanding. (Contains 4 figures.) (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10