A Tale of Two Cities: A Comparison of Six Teachers in Hong Kong and Shanghai

Mok, Iac; Lopez-Real, FJ

doi:10.1163/9789087901622_017

Cited by 11 publications

(13 citation statements)

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“…Applying conceptual variation to algebra teaching may help students to understand concepts better by seeing and experiencing different algebraic forms and solving methods simultaneously (Mok, 2009). Moreover, in order to foster concept learning, classroom activities should be designed to help students understand connections among different forms of the same problem (Gu, Huang & Marton, 2004;Ling & Marton, 2004;Mok & Lopez-Real, 2006). For example, Mok and Lopez-Real (2006) described an effective Hong Kong secondary school algebra lesson that adopted variations in the subject content.…”

Section: Variation Theory and Representation For Algebra Teachingmentioning

confidence: 99%

“…Moreover, in order to foster concept learning, classroom activities should be designed to help students understand connections among different forms of the same problem (Gu, Huang & Marton, 2004;Ling & Marton, 2004;Mok & Lopez-Real, 2006). For example, Mok and Lopez-Real (2006) described an effective Hong Kong secondary school algebra lesson that adopted variations in the subject content. This real case supported the effectiveness of the theory in concept learning.…”

Section: Variation Theory and Representation For Algebra Teachingmentioning

confidence: 99%

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Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach

Chiu

Churchill

2015

Interactive Learning Environments

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Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching techniques-(a) variation theory, and (b) representations of subject matter-on the design of learning objects for secondary school algebra concept learning. The results of this study showed that the experimental group performed significantly better than the control group on algebra learning achievement. The results also showed that only the experimental design with the addition of the instructional approach resulted in higher-order mathematical thinking skills and improved procedural skills of the students. Further analysis reveals that concept learning was simplified when multimedia learning principles were applied and the information was presented by the instructional approach.

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Section: Variation Theory and Representation For Algebra Teachingmentioning

confidence: 99%

Section: Variation Theory and Representation For Algebra Teachingmentioning

confidence: 99%

Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach

Chiu

Churchill

2015

Interactive Learning Environments

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“…There were 10 lessons in G1, 11 lessons in G2 (with data of one of the lessons missing), 11 lessons in G3, 18 lessons in HK1 and 14 lessons in each of HK2 and HK3. In this study, the LPS-videotaped classroom activities were analyzed according to the framework suggested by Mok and Lopez-Real (2006).…”

Section: Methodology Of the Studymentioning

confidence: 99%

“…Therefore, the coding suggested by Stigler and Hiebert (1999) may not be suitable in this study. Nonetheless, the coding suggested by Mok and Lopez-Real (2006) covers most, if not all, aspects of the classroom activities. Also, it was developed in Hong Kong and is sensitive to the Hong Kong culture.…”

Section: Framework For Lps Data Analysismentioning

confidence: 99%

Curriculum traditions in Berlin and Hong Kong: a comparative case study of the implemented mathematics curriculum

Lui

Leung

2012

ZDM Mathematics Education

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have revealed that there is a strong dependence on cultural traditions in mathematics teaching in different countries. Education in Germany is influenced by the Central and North European Didaktik tradition (Westbury in Teaching as a reflective practice: the German Didaktik tradition, L. Erlbaum Associates, Mahwah, pp. 15-39, 2000), while that in East Asia is influenced by Confucian heritage culture. However, there have not been studies investigating the relationships between these two cultural traditions and their influences on teaching and learning. This study aims at filling this gap in knowledge. Some commonalities in the aims and beliefs in the underlying philosophies in education in traditional China and Germany were found and are presented in this paper. Specifically, the relationship between cultural traditions and the implemented mathematics curriculum was investigated, using Berlin and Hong Kong as examples. It was found that culture affects the implemented curriculum in a complicated way and that other factors such as the intended curriculum and textbooks may also influence the implemented curriculum.

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“…Mathematics learning and teaching activities should be designed to assist students to see the relations among different forms of the same problem (Gu, Huang & Marton, 2004;Mok, 2009;Mok & Lopez-Real, 2006), allowing them to approach the past from different perspectives (Gu, Huang & Marton, 2004;Ling & Marton, 2011). In algebra, concepts should be presented numerically, graphically, algebraically and descriptively simultaneously (NTCM, 2000); and the description can be presented implicitly.…”

Section: Instructional Learning Messages In Algebramentioning

confidence: 99%

Exploring the characteristics of an optimal design of digital materials for concept learning in mathematics: Multimedia learning and variation theory

Chiu

Churchill

2015

Computers & Education

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A Tale of Two Cities: A Comparison of Six Teachers in Hong Kong and Shanghai

Cited by 11 publications

References 0 publications

Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach

Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach

Curriculum traditions in Berlin and Hong Kong: a comparative case study of the implemented mathematics curriculum

Exploring the characteristics of an optimal design of digital materials for concept learning in mathematics: Multimedia learning and variation theory

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