Record Details

The merits of teaching mathematics with variation


Field Value
Title The merits of teaching mathematics with variation
Creator Mhlolo, Michael
Subject Mathematics Education; Education; Mathematics procedural variation; paradox; procedural teaching
Description There is a general perception that the South African curriculum statements for mathematics create polarity between the ‘old’ and the ‘new’, which does not benefit both the teachers and the learners. The new curricula demand a radical shift from the traditional teacher-led approaches that teachers are familiar with, yet does not provide a model of what it might mean to teach for conceptual understanding. This article aims to provide such a model by examining the potential of teaching with variation, which is viewed as an important mathematics teaching and learning style. Proponents of the theory of variation claim that how teachers make available the object of learning to their students has been neglected yet it has a critical influence on learners’ learning. This is important for educators as they struggle to make sense of the seemingly contradictory requirements of the new curriculum. In this article a discernment unit comprising four variation patterns is used as a tool to analyse a seemingly rich teacher-led approach to teaching that was observed in one South African Grade 11 mathematics classroom. The results of the analysis and implications for theory and practice are then discussed.
Publisher AOSIS Publishing
Contributor Department for International Development DfID
Date 2013-11-29
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Lesoon Observations
Format text/html application/octet-stream text/xml application/pdf
Identifier 10.4102/pythagoras.v34i2.233
Source Pythagoras; Vol 34, No 2 (2013); 8 pages 2223-7895 1012-2346
Language eng
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Coverage South Africa Historical 1 male adult teacher
Rights Copyright (c) 2013 Michael Mhlolo