29.082-4 - Teaching and Learning Mathematics Through Variations: An International Perspective

• In Event: 29.082 - Roundtable Session 9

Session Type: Roundtable Session

Abstract

Teaching and learning mathematics through variations has been proven in practice to be effective in China for decades, recently being enriched by the variation theory of learning originating in Europe. According to the theories, it is necessary to experience certain patterns of variation, focusing on critical features of the object of learning, in order to make learning possible. Yet, there is a lack of understanding of the theories and their implications globally. This symposium provides a unique opportunity to examine the theories and their implications for guiding mathematics instruction in selected countries. It aims to advance the theories about teaching and learning mathematics through variation and explore an alternative for conducting mathematics instruction that promotes students’ understanding and creative thinking.

Sub Unit

• SIG-Research in Mathematics Education

Chairs

• Yeping Li, Texas A&M University

• Rongjin Huang, Middle Tennessee State University

Papers

• Comparisons of Two Major Theories on Teaching and Learning Mathematics Through Variation - Rongjin Huang, Middle Tennessee State University

• Seeking Evidence for Effective Teaching With Variation - Ida Ah Chee Mok, University of Hong Kong; Chunxia Qi, Beijing Normal University

• Improving Teaching Through Variation: A Japanese Perspective - Keiko Hino, Utsunomiya University

• Developing Algebraic Reasoning Through Variation in the United States - Angela T Barlow, Middle Tennessee State University; Alyson Lischka, Middle Tennessee State University