Professional Documents
Culture Documents
Differences
PGDE (Full Time) Mathematics Major
Arthur Lee
Dec, 2009
Catering for Learner Differences: Teaching Package on
S1-5 Mathematics
Mathematics Section, Education Department (2001). Catering for Learner Differences: Teaching Package on S1–5 Mathematics.
Hong Kong: Education Department.
http://cd1.edb.hkedcity.net/cd/maths/en/ref_res/MATERIAL/ld_e/LD_e%20index.htm
Strategies, Central Curriculum
Mathematics Section, Education Department (2001). Catering for Learner Differences: Teaching Package on S1–5 Mathematics.
Hong Kong: Education Department.
http://cd1.edb.hkedcity.net/cd/maths/en/ref_res/MATERIAL/ld_e/LD_e%20index.htm
Strategies, Central Curriculum
an example in the learning unit "Congruence and Similarity" in the MSS dimension
Mathematics Section, Education Department (2001). Catering for Learner Differences: Teaching Package on S1–5 Mathematics.
Hong Kong: Education Department.
http://cd1.edb.hkedcity.net/cd/maths/en/ref_res/MATERIAL/ld_e/LD_e%20index.htm
Strategies, School level
Mathematics Section, Education Department (2001). Catering for Learner Differences: Teaching Package on S1–5 Mathematics.
Hong Kong: Education Department.
http://cd1.edb.hkedcity.net/cd/maths/en/ref_res/MATERIAL/ld_e/LD_e%20index.htm
Strategies, School level
Mathematics Section, Education Department (2001). Catering for Learner Differences: Teaching Package on S1–5 Mathematics.
Hong Kong: Education Department.
http://cd1.edb.hkedcity.net/cd/maths/en/ref_res/MATERIAL/ld_e/LD_e%20index.htm
Strategies, Classroom level
Mathematics Section, Education Department (2001). Catering for Learner Differences: Teaching Package on S1–5 Mathematics.
Hong Kong: Education Department.
http://cd1.edb.hkedcity.net/cd/maths/en/ref_res/MATERIAL/ld_e/LD_e%20index.htm
Strategies, Classroom level
Mathematics Section, Education Department (2001). Catering for Learner Differences: Teaching Package on S1–5 Mathematics.
Hong Kong: Education Department.
http://cd1.edb.hkedcity.net/cd/maths/en/ref_res/MATERIAL/ld_e/LD_e%20index.htm
Strategies, Classroom level
Mathematics Section, Education Department (2001). Catering for Learner Differences: Teaching Package on S1–5 Mathematics.
Hong Kong: Education Department.
http://cd1.edb.hkedcity.net/cd/maths/en/ref_res/MATERIAL/ld_e/LD_e%20index.htm
Strategies, Classroom level
Mathematics Section, Education Department (2001). Catering for Learner Differences: Teaching Package on S1–5 Mathematics.
Hong Kong: Education Department.
http://cd1.edb.hkedcity.net/cd/maths/en/ref_res/MATERIAL/ld_e/LD_e%20index.htm
Closer look at some classroom level strategies
Your comments?
Mathematics Section, Education Department (2001). Catering for Learner Differences: Teaching Package on S1–5
Mathematics. Hong Kong: Education Department.
http://cd1.edb.hkedcity.net/cd/maths/en/ref_res/MATERIAL/ld_e/LD_e%20index.htm
One thing that people have
in common is that they are
all different.
http://iediis4.ied.edu.hk/cidv/learning/e_learn.htm
Theoretical Framework
http://iediis4.ied.edu.hk/cidv/intro/e_intro_m3.htm
Some Beliefs on Catering for Individual
Differences
Lo, M. L., Pong, W. Y. & Chik, P. P. M. (2005) For each and everyone. Catering for individual differences through
Learning Studies Hong Kong , The HKU Press.
Some Beliefs on Catering for Individual
Differences
The range of ability among normal children should not hinder students from
learning what is intended in the school curriculum. Therefore in catering for
individual differences, the focus is not on the variations in abilities. Rather, the
focus is on the variations in the learning outcomes (what students actually
learnt).
For every worthwhile learning outcome that we can identify, there are also some
critical aspects that can be identified and communicated. In order to help every
student master these learning outcomes, teachers should be clear about the
learning outcomes they wish to achieve in each lesson and the critical aspects
that students must grasp.
Catering for individual differences: helping every (normal) child to learn what is
worthwhile, essential and reasonable for them to learn, given the school
curriculum, and irrespective of their ability.
Lo, M. L., Pong, W. Y. & Chik, P. P. M. (2005) For each and everyone. Catering for individual differences
through Learning Studies Hong Kong , The HKU Press.
What is 'Learning Study'
The main aim of the project is to establish an infrastructure in schools to facilitate teachers'
professional development by learning from each others, from pupils' feedback and from the
use of the theory of variation, thus improving the quality of teaching and learning.
To realise this objective, we consider the 'Lesson Study Model' which is widely adopted in
Japanese schools as a good method. Participant teachers form subject-based groups, who
among themselves and with the university team meet regularly to carry out a number of
'research lessons'. For each research lesson, they discuss the objects of learning and its
critical features. Together they develop ways to structure the lesson, taking into account the
pupils' varied understandings of the subject matter in identifying the objects of learning.
Some lessons are video-taped to facilitate the review work afterwards and serve as inputs
for another round of study.
Within such a model, we have also introduced an important element which is the use of the
theory of variation (see Theoretical framework). Therefore, we describe our way of
conducting the project as 'Learning Study' so as to distinguish it from the Japanese lesson
study on the one hand; and on the other hand, to highlight our point of departure--how
pupils understand what is to be learnt.
http://iediis4.ied.edu.hk/cidv/learning/e_learn.htm
Theoretical Framework
The basic idea of this project is to make use of the variation between pupils'
different abilities and ways of understanding to actually decrease this
variation. Such idea is derived from a learning theory which concerns
variation and learners' structure of awareness (Marton and Booth, 1997;
Bowden and Marton, 1998). The following briefly outlines the three aspects of
variation which we have drawn from the theory of learning and variation to
develop strategies to cope with individual learning differences.
http://iediis4.ied.edu.hk/cidv/intro/e_intro_m3.htm
Variation in terms of pupils' understanding of what is taught
A popular view about children's differences in learning is that they have different general abilities
or aptitudes, and hence there are "stronger" and "weaker" pupils. Another popular view is that
children have their own ways of thinking. As a result, if there are forty pupils in the classroom,
there will be forty ways of understanding.
We look at this differently, not because these two viewpoints do not carry any truth, but because
they do not provide a good point of departure for addressing the issue. In contrast, we wish to
focus on the 'object of learning', by which we mean the knowledge and skills that we hope the
pupils will develop; we wish to focus on what is taught and how it is made sense of by the pupils.
Our point of departure is that children understand what they are supposed to learn in a limited
number of different ways. Our research shows that teachers who pay close attention to such
differences (or variation) are better able to bring about meaningful learning for their pupils.
Children learn better not only because they become more focused on the object of learning, but
also because they are exposed to the different ways their classmates deal with or understand the
same content.
http://iediis4.ied.edu.hk/cidv/intro/e_intro_m3.htm
Variation in teachers' ways of dealing with particular topics
Teachers have daily encounters with pupils, and from these they build up a bank
of knowledge about the different ways pupils deal with particular concepts or
phenomena, as well as a working knowledge of how to handle these differences.
This knowledge is so powerful and becomes part of their daily teaching that
sometimes it is unnoticed by the teachers themselves.
We view such knowledge as extremely valuable. By knowing in advance the prior
knowledge and understandings of the pupils, we can be more effective in helping
pupils to learn what is intended.
Therefore, instead of letting this knowledge remain at the back of the teacher's
mind, it should be identified, sharpened, and systematically reflected upon, and
above all, shared with other teachers.
http://iediis4.ied.edu.hk/cidv/intro/e_intro_m3.htm
Variation as a teaching method
When we notice that some pupils have difficulties with their learning, it means that these pupils have
not grasped the critical features of what has to be learnt. To cater for individual differences, the
teacher should identify these critical features and help pupils to focus on them. This can be done by
means of variation, i.e. using examples, non-examples, multiple representations, etc to give
prominence to what is and what is not critical to the understanding of a particular object. For
instance, the concept of having the same digit added on to itself for a number of times is critical to
the understanding of multiplication, whereas the recitation of multiplication table without
explanation is not.
In our everyday experience, we cannot focus on everything at the same time. While some are taken
for granted, some others are held in focal awareness. Features that are taken for granted or in the
background are only discerned when they vary (Bowden & Marton, 1998, Marton & Booth, 1997).
For example, a bird in the tree may not be noticed until it flies away and its movement catches the
eye of the observer.
Seen from this light, what is varied and what remains unchanged during the lesson is of decisive
importance in determining how effective the lesson is.
http://iediis4.ied.edu.hk/cidv/intro/e_intro_m3.htm
Learning Studies in Mathematics
http://iediis4.ied.edu.hk/cidv/e_front.asp?Open=2
P.4 Mathematics lesson
on 'Perimeter and Area'
L e a r nin g Stu d y 5:
P. 4 M a t h e m a t i c s l e s s o n o n ‘ P e r i m e t e r a n d A r e a ’
Allen Leung
Duration
The second research period was from 19th January to 22nd June 2001, during which
thirteen meetings were held after school hours.
During the first meeting, teachers promptly determined that they would like to do
a research lesson on ‘area and perimeter’. The researchers were rather surprised by their
decision, as ‘area and perimeter’ appeared to be quite a simple concept. However, the
teachers were able to show the researchers that the students had difficulties in
understanding this concept for the following reasons:
The teachers noticed that students often mixed up the formulas for area and
perimeter, as well as their measuring units. Moreover, most students were able to solve
problems on ‘area’ or ‘perimeter’ easily, but they had great difficulties answering
questions that involved both concepts, such as questions in the Hong Kong Attainment
Test related to ‘area and perimeter’ on which most students scored poorly. Students at
P.5 and P.6 appeared to share similar problems as well. Therefore, the teachers were
eager to help students to solve this problem as early as possible, hence giving students a
good foundation for future studies.
1
P.4 Mathematics lesson on 'Perimeter and Area'
http://iediis4.ied.edu.hk/cidv/e_front.asp?Open=2
P.4 Mathematics lesson on 'Perimeter and Area'
http://iediis4.ied.edu.hk/cidv/e_front.asp?Open=2
P.4 Mathematics lesson on 'Perimeter and Area'
A Gap in Curriculum
http://iediis4.ied.edu.hk/cidv/e_front.asp?Open=2
P.4 Mathematics lesson on 'Perimeter and Area'
http://iediis4.ied.edu.hk/cidv/e_front.asp?Open=2
P.4 Mathematics lesson on 'Perimeter and Area'
http://iediis4.ied.edu.hk/cidv/e_front.asp?Open=2
Assessment for Learning (Secondary Mathematics)
The Open-ended Questions
Examples of open-ended
questions and samples of
students' work can be found in
this booklet.
It is prepared by the
Mathematics Education section
of EDB and distributed to
schools in 2003.
Watson, A. (2005) In Houssart, J., Roaf, C., & Watson, A. (2005). Supporting mathematical thinking. London: David Fulton.
(Chapter 2)
Low attaining students can think mathematically
Emphasis might be on recall and application, yet these
learners have not remembered and may not recognise
situations as familiar ones in which to apply their
knowledge. Little emphasis is generally given to helping
them develop ways of thinking which may improve future
learning. Little help is given them to construct complex
understanding which provides the context for recall and
application of procedures. Little attention is given to
building on pupils' existing understanding and mental
images. Currently, the materials provided to schools for
those 'falling behind' largely fit this description (that is,
rules, techniques and procedures), though of course they
may be imaginatively used by teachers to create more
challenging lessons.
Watson, A. (2005) In Houssart, J., Roaf, C., & Watson, A. (2005). Supporting mathematical thinking. London: David Fulton.
(Chapter 2)
Watson, A. (2006)
Watson, A. (2006). Raising achievement in secondary mathematics. Maidenhead: Open University Press. p.102
'Boring' lessons
Observation of many mathematics lessons aimed at low-attaining
learners ... confirms that many such lessons frequently deal with
simplified mathematics, broken down into step-by-step
processes, often in short chunks, or packed with practical
features such as colouring in, cutting out, tidying up and so on.
Typical arguments for this approach are persuasive and
commonplace. For example, it is said that learners who cannot
concentrate for long periods need frequent changes of task; they
grow bored if you do not change the topic every lesson; they need
activity which uses their energy because many are so-called
'kinaesthetic' learners; they need the quick success which comes
from getting things right easily; and so on. The irony of these
arguments is that if you follow these guidelines low attainment is
the inevitable results, as well as the reason. It is simply
impossible to learn mathematics if one is constantly changing
topic, or task, or doing related but irrelevant tasks, or only doing
the easy bits, or being praised for trivial performance.
Watson, A. (2006). Raising achievement in secondary mathematics. Maidenhead: Open University Press. p.103
'Boring' lessons
Watson, A. (2006). Raising achievement in secondary mathematics. Maidenhead: Open University Press. p.103