Session Information
24 SES 10, Algebra Teaching Around the World: Exploring Mathematics Classrooms in China, Japan, Norway and Sweden
Symposium
Contribution
This symposium highlights, through a range of examples, some of the dimensions of differences in the teaching of algebra in two Far Eastern (China & Japan) and two Northern European (Norway & Sweden) countries, more particularly those related to the teaching and learning of equations and inequalities. Whilst the first two presentations will investigate the teaching and learning of simultaneous equations in Swedish, Chinese and Japanese classrooms, the two subsequent presentations identify particular features of Chinese and Norwegian algebra classrooms (related to equations and inequalities), also in terms of curricular materials.
According to the 12th ICME study (Stacey, Chick & Kendal, 2004) the teaching and learning of algebra has undergone important changes in recent decades. Arguably, algebra is one of the most important topics areas in mathematics education in schools, and its teaching (and learning) alienates many of our students. This raises issues of relevance and equity, and it is important to make the objects and processes of algebra meaningful to students. If it is perceived simply at the level of symbol manipulation, it is doubtful that it is useful for students in any country or culture.
The papers and presentations are all based on data from the Learner’s Perspective Study (LPS) conducted in each country with a common methodological framework. The aim of the LPS is to juxtapose observable classroom practices with the meanings attributed to those practices by classroom participants. The research design documents sequences of approximately ten 8th grade lessons, using three video cameras, supplemented by reconstructive accounts of classroom participants obtained in post-lesson video-stimulated interviews (teachers and selected pupils), and by test and questionnaire data, and copies of student written material. Teacher participants were identified by the local mathematics education community as competent.
The presentations illustrate some of the differences between how various theoretical perspectives are implemented. For example, whilst in the Swedish case ‘variation’ is related to ‘opportunities to learn’ in terms of variety of ‘properties’ (of equations), in the Japanese case this is extended to the establishment of a learning ‘construction zone’ (by the teacher) in the classroom and the connection between the variety of pupil ideas is emphasised. The symposium is likely to enhance awareness of the possibilities for content and approaches beyond the home approach.
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