NOMAD 10(2), 2005. The teaching of fractions – a comparative study of a Swedish and a Hong Kong classroom

Skapad: 2005-10-13. Ändrad: 2006-11-02  

NOMAD 10(2), 2005. The teaching of fractions – a comparative study of a Swedish and a Hong Kong classroom

 

ULLA RUNESSON & IDA AH CHEE MOK

Abstract
The aim of this paper is to illustrate how the topic of fractions can be taught differently by making a comparison between two cultures. We have studied mathematics teaching in classrooms in Hong Kong and Sweden. One of our basic assumptions is that the way in which the content is taught in a classroom has an important implication for what students may possibly learn. With reference to the framework of Variation Theory, two different spaces of learning are delineated. The Hong Kong lesson demonstrated a pattern of many juxtaposed variations, whereas the Swedish lessons presented a pattern of sequential and wide spreading character.

Sammanfattning
Syftet med denna artikel är att visa hur jämförelse av oliknämniga bråk kan hanteras på olika sätt i undervisningen. Detta görs genom att jämfîra undervisning i Sverige och Hong Kong. Data har analyserats utifrån ett variationsteoretiskt perspektiv och utgångspunkten är ett antagande om att hur innehållet behandlas har betydelse för vad som är möjligt för eleverna att lära. Vi fann att i det svenska klassrummet behandlades innehållet så att det fick en sekventiell karaktär, medan det i Hong Kong gavs en mer komplex karaktär genom att flera aspekter behandlades samtidigt.

ULLA RUNESSON
Dr Ulla Runesson is a Senior Lecturer and has currently a post doc position at the Department of Education at Göteborg University. Her research interest is in teaching and learning. She has been the scientific leader of a research project "The pedagogy of variation" and active in a number of projects researching the relation between teaching and learning, some in cooperation with Hong Kong University.

IDA AH CHEE MOK
Dr Ida Ah Chee Mok is Assistant Professor in the Department of Curriculum and Educational Studies at the University of Hong Kong. Since 1990, she has worked in teacher education, specialized in mathematics education. She has been specialized in students' mathematics learning and active in a number of projects in the Hong Kong mathematics curriculum, teaching and learning of mathematics.