Opportunities for learning: the use of variation to analyse examples of a paradigm shift in teaching primary mathematics in England-Reference-Cited by-同舟云学术

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Opportunities for learning: the use of variation to analyse examples of a paradigm shift in teaching primary mathematics in England

Published:2018-09-28 Issue:1 Volume:21 Page:6-24
ISSN:1479-4802
Container-title:Research in Mathematics Education
language:en
Short-container-title:Research in Mathematics Education

Author:

Al-Murani Thabit¹,Kilhamn Cecilia²,Morgan Debbie³,Watson Anne⁴

Affiliation:

1. Mary McDowell Friends School, Brooklyn, NY, USA

2. Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden

3. National Centre for Excellence in the Teaching of Mathematics (NCETM), UK

4. Department of Education, University of Oxford, Oxford, UK

Publisher

Informa UK Limited

Subject

General Mathematics,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/14794802.2018.1511460

Reference16 articles.

1. Resources, Instruction, and Research

2. Teaching with Variation: A Chinese Way of Promoting Effective Mathematics Learning

3. Teaching and Learning Mathematics through Variation

4. What is made possible to learn when using the variation theory of learning in teaching mathematics?

Cited by 9 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Describing and Interpreting the Space of Classroom Learning in Problem-Solving-Based Mathematics Instruction: Variation as an Analytical Lens;Education Sciences;2023-01-20

2. The sequencing and pairing of examples in the midst of sameness and difference: Opening opportunities to learn;Pythagoras;2022-11-01

3. Grade 10 teachers’ example selection, sequencing and variation during functions lessons;Pythagoras;2022-08-30

4. Making Sense of ‘Mastery’: Understandings of a Policy Term Among a Sample of Teachers in England;International Journal of Science and Mathematics Education;2022-03-30

5. The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson;Journal of Mathematics Teacher Education;2022-01-03

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