2015-2016

MAED 6161
Teaching and Learning Mathematics in
the Changing Curriculum
Ng Ka Wai
1155073128
Chang Hei Man Kate
1155073105
Eugene Sze
1155073134
Tse Tung Ho
1155006557
Tam Wai Man
1010091880

Agenda
Introduction
Summary of the article
Examples
Reflection based on the local context
Conclusion
Reference

Introduction
2 Primary School Teachers
2 Secondary School Teachers
1 International School Teacher
Article:
[C4]Watson, A. & Mason. J. (2006). Seeing an exercise as
a single mathematical object: Using variation to structure
sense-making, Mathematical Thinking and Learning, 8(2),
91-111.

Theory of Variation (Marton

& Booth, 1997)
Three important factors for learning
1. Discernment
2. Variation
3. Simultaneity

Theory of variation (Cont)

Some aspects of the object of learning vary;
simultaneously keeping other aspects invariant or
constant;
allowing the discernment of the appropriate critical
aspects by the students.

Hypothetical learning
trajectory (Simon 2005)
Three main components:

Advice to Teachers (By

Watson and Mason 2006)
1. Anticipate responses of students and hence have an
influence on students experiences to the mathematical
phenomena.
2. Directing the discernment towards the planned direction
by using constrained variation of exercises.

Design of constrained
variation of exercises
1. The number and the nature of the differences presented
to learners should be constrained to let learners focus on
important variables.
2. Both combination of several similar examples and further
not-quite similar examples should be provided to let
learners self-correct their errors and make further
refinement on their conjectures.

Reflection based on the

local context
Private through-trained School
Primary School
Secondary School

Reflection based on the

local context
Private through-trained School
Discovery and Guided Independent Thinking
Parents: Academic Achievement Tutorial Sessions
Practicing the surface syntactic structure
Result:
Calculation Skill & Method
Not Mathematical Concept

Reflection based on the

local context

Primary School & Secondary School

Abundant Examinations
Territory-wide System Assessment (TSA)

Pre-Secondary One Hong Kong Attainment Test (Pre-S1)

The Hong Kong Diploma of Secondary Education Examination (HKDSE)
Teachers: Preparing students for Exam

Reflection based on the

local context
Reality: Limited Lessons & wide syllabus
Solution: Remembering the pattern surface syntactic structure AGAIN
Result: Cannot solve when the structure of question is changed
Solution: Providing learning experiences

Reflection based on the

local context
Variation is a tool to scaffold the construction of different
tasks that are conceptually related (Watson & Mason,
2006)
Example: Different among sphere, pyramid and prism

Conclusion
Variation:
enhance students understanding and the underlying
theoretical framework behind this notion
textbooks are unlikely to be able to have the resources to
design such variation-based exercises
for every
mathematical concept given their need to work towards
tight timeframes

Teacher's role
1. make sure learners' focus is towards the hypothesised
learning outcome
2. guide learners to wider and more abstract mathematical
concepts.

Some advice for teachers

1.
2.

Revise and review the mathematical concept to be learnt by the

learners
Identify opportunities for learners to generalise

3. Plan and identify the variations required to highlight the learning

outcome
4. Provide learning activities that provide controlled and relevant
variation
5.

Micro-modelling opportunities should be offered in sequences

References
Marton, F.; Booth, S. (1997). Learning and Awareness. New Jersey: Lawrence Eribaum Associates.
Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective.
Journal for Research in Mathematics Education, 26, pp. 114-145
Watson, A.; Mason, J. (2006). Seeing an exercise as a single mathematical object: Using
variation to structure sense-making. Mathematical Thinking and Learning, 8 (2), pp. 91-111