Abstract
The author here describes an exemplary grade-8 algebra lesson in Hong Kong, taken from the data of the learners’ perspective study. The analysis presents a juxtaposition of the researcher’s analysis of the lesson with the teacher and students’ perspectives of the lesson. The researcher’s perspective applies the theory of variation for which the main concern of learning is the discernment of the key aspects of the object of learning and that the description of variations delineates the potential of the learning space. Some persistent features were illustrated, namely, the teacher talk was a major input in teaching; the technique of variation was used in the design of the mathematical problems and the dimensions of variation created in the class interaction provided a potential learning environment; the teacher taking seriously the student factor into account in his philosophy and practice. From the standpoint of enculturation, the teacher’s influence as an enculturator is intentional, significant and influential.
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The author would like to express her gratitude to the University Research Committee of the University of Hong Kong and the Research Grants Council (Hong Kong SAR, China) for the generous support, and to the editors and reviewers for their valuable comments.
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Mok, I.A.C. In search of an exemplary mathematics lesson in Hong Kong: an algebra lesson on factorization of polynomials. ZDM Mathematics Education 41, 319–332 (2009). https://doi.org/10.1007/s11858-009-0166-8
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DOI: https://doi.org/10.1007/s11858-009-0166-8