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Many primary schools in England have been reforming their mathematics teaching practices over the last seven years as part of a government initiative. One feature of these reform practices is the attention to variation pedagogy. However several interpretations of variation pedagogy exist and some are culturally situated, in particularly the Chinese interpretation known as Bianshi.
This seminar will describe the results of a research study that explored eight primary teachers’ task design principles and pedagogical practices accompanying one-problem-multiple-changes procedural variation tasks while participating in task-design lesson study. The research study revealed factors that contributed to the teachers’ designs of these tasks and the pedagogical practices they used to promote pupils’ mathematical learning when they worked on these tasks.
Laurie Jacques, PhD, is a part-time independent mathematics teacher educator working with in-service teachers and is also a part-time research fellow at UCL, IOE on the Student Grouping Study.
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