An approach to teach with variations

using typical problems

Authors

  • Ban Heng Choy National Institute of Education, Nanyang Technological University
  • Jaguthsing Dindyal National Institute of Education, Nanyang Technological University

DOI:

https://doi.org/10.35763/aiem.v0i13.227

Keywords:

Mathematical tasks, teacher education, teaching with variations, typical problems

Abstract

Mathematics teachers use typical problems from past examination papers and textbook exercises to develop procedural skills. In this paper, we discuss other uses of typical problems. We focus on the affordances that an experienced teacher, John, perceives in typical problems and how he uses them to enhance student learning by harnessing the idea of teaching with variations or bianshi. Drawing on data from a larger qualitative design-based research on investigating teacher noticing, we present snapshots of John’s classroom practices to show what he noticed about the variations afforded by typical problems and how he used these problems with students to promote both procedural skills and conceptual understanding. Findings suggest the value of supporting teachers in harnessing variations of typical problems, which has implications for teacher education and professional development.

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Published

2018-05-04

How to Cite

Choy, B. H., & Dindyal, J. (2018). An approach to teach with variations: using typical problems . Advances of Research in Mathematics Education, (13), 21–38. https://doi.org/10.35763/aiem.v0i13.227

Issue

No. 13 (2018)

Section

Artículos

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