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Teaching Algebra through Variations

Contrast, Generalization, Fusion, and Separation

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Teaching and Learning Mathematics through Variation

Part of the book series: Mathematics Teaching and Learning ((MTAL))

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Abstract

Recent years have witnessed an increase in research focused on studying on the psychological and pedagogical perspectives of Chinese learners in the mathematics instructions. A main driver in these studies has been the sustained interest in cracking the phenomenon known as the “Paradox of Chinese Learners” (see for example Biggs, 1996; Mok et al., 2001; Leung, 2001; Huang & Leung, 2004; Watkins & Biggs, 2001) that highlights the apparent contradiction between the teaching methods and environments in East Asian and Western school, and the fact that East Asian students have regularly performed better than their Western counterparts in comparative studies, such as the Trends in International Mathematics and Science Study (TIMSS, Mullis, et al., 2012) and the Programme for International Student Assessment (OECD, 2010, 2014).

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Author information

Authors and Affiliations

  1. Faculty of Education, University of Hong Kong, Hong Kong SAR, China

    Ida Ah Chee Mok

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  1. Ida Ah Chee Mok
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Editor information

Editors and Affiliations

  1. Middle Tennessee State University, USA

    Rongjin Huang

  2. Texas A&M University, USA

    Yeping Li

  3. Shanghai Normal University, China

    Yeping Li

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Mok, I.A.C. (2017). Teaching Algebra through Variations. In: Huang, R., Li, Y. (eds) Teaching and Learning Mathematics through Variation. Mathematics Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-782-5_11

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  • DOI: https://doi.org/10.1007/978-94-6300-782-5_11

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-782-5

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