id: 06514634
dt: a
an: 2016a.00321
au: Fang, Yanping
ti: Pedagogical and curriculum potentials of homework: a case study about
geometric proofs in Shanghai.
so: Fan, Lianghuo (ed.) et al., How Chinese teach mathematics. Perspectives
from insiders. Hackensack, NJ: World Scientific (ISBN
978-981-4415-81-1/hbk; 978-981-4415-83-5/ebook). Series on Mathematics
Education 6, 185-210 (2015).
py: 2015
pu: Hackensack, NJ: World Scientific
la: EN
cc: D40 G40 E50 D70
ut: homework; errors; design with variation; geometric proof; pedagogical
reasoning and action
ci:
li: doi:10.1142/9789814415828_0006
ab: Summary: This study reports how an experienced secondary teacher in
Shanghai explained student homework on geometric proofs. A discourse
analysis reveals a structured set of her routine instructional actions
in involving students in an IRE/F-patterned instructional discourse to
get students to recall, reconnect and reconstruct their earlier
learning. Marking student homework, ‘analyzing’ student thinking
and tutoring individual students made the explaining detailed,
multifaceted, structured and targeted at the mathematical substance.
Analysis of curriculum materials and marked student work finds that
difficulties in learning were with the fundamental norms to follow and
habit of thinking required in writing geometric proofs. Finally, the
tradition of design with variation was found to have students discern
and master the fundamental deductive reasoning skills under diverse,
carefully designed problem settings. These uncover the hidden
dimensions of math teaching in Shanghai mediated through homework
practice and help us rethink the role and potentials of homework.
rv: