Session Information
24 SES 10, Algebra Teaching Around the World: Exploring Mathematics Classrooms in China, Japan, Norway and Sweden
Symposium
Contribution
A starting point for this study was an interest in the relation between teaching and learning of mathematics and an assumption that what is possible for students to learn about mathematics must be related to how they experience the mathematical content, which in turn must be related to how the content is handled during the mathematics lesson. Sixteen video recorded lessons from six classes in Sweden and China, where the same mathematical content is taught, have been analysed from a variation-theoretical perspective (c.f. Marton & Tsui, 2004). The findings suggest that the close attention to the specific mathematics within this analytical approach can detect subtle differences in how the same content is handled (Häggström, 2006, 2008). These differences – in terms of Dimensions of variation – can be used to conceptualise the concept of students’ “opportunity to learn” in a detailed way. The analytical approach is general in the sense that it can be applied to all mathematics teaching, but specific in the sense that in every case students’ opportunities to learn are related to a particular mathematical content.
Method
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