Jacques, L;
(2018)
What is teaching with variation and is it relevant to teaching and learning mathematics in England?
In: Golding, J and Bretscher, N and Crisan, C and Geraniou, E and Hodgen, J and Morgan, C, (eds.)
Research Proceedings of the 9th British Congress on Mathematics Education.
(pp. pp. 104-110).
British Society for Research in Learning Mathematics: Warwick, UK.
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Abstract
This paper considers the literature to understand a teaching approach used by mathematics teachers in Shanghai, known as teaching with variation or bianshi. What the bianshi framework involves is explored; also what impact bianshi has had on learning mathematics in Shanghai and how relevant this approach might be to primary classrooms in England. Bianshi involves generalising from examples using conceptual and procedural variation for concept development. There is some evidence to suggest that bianshi has a positive impact on mathematics learning in parts of China and is complementary to constructivist principles and thus potentially transferable to classrooms in England.
| Type: | Proceedings paper |
|---|---|
| Title: | What is teaching with variation and is it relevant to teaching and learning mathematics in England? |
| Event: | 9th British Congress on Mathematics Education |
| Location: | Warwick University |
| Dates: | 03 April 2018 - 06 April 2018 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://bsrlm.org.uk/bcme-9/ |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | procedural variation; conceptual variation; Shanghai; bianshi; primary; generalisation |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10115437 |
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