The Study Of The Pedagogy Of Variation In Primary School Mathematics Teaching

The pedagogy of variation is one of the characteristics in Chinese mathematics class teaching, and it has a long history in China. So far, the theoretical and experimental studies of the pedagogy of variation, however, are still minimal. Some researchers like Gu lingyuan thinks that the variation consists of conceptual variation and procedural variation. According to this, Zheng yuxin said that there is a difference between "conceptual variation and question variation". And the principles of variation for learning and the idea, "teaching as the construction of the space of variation," taught by some scholars, such as, F.Marton, have enriched the theories on variation, and given a theoretical support to the practice of the pedagogy of variation.Based on the original research, some researchers in the Chinese University of Hong Kong, such as, Huang yiying, Lin zhizhong, Sun xuhua say the principle of "the spiral curriculum design of variation". They hope to design a series of purposeful, orderly, methodical variation when developing the mathematics curricula or teaching, to improve the students 'ability of solving problems and the development of thinking by giving them a pole scaffold while studying.According to the principle of "the spiral curriculum design of variation" said by scholars, such as Huang yiying, I, the author, rewrote the unit, The Volume of Rectangle and Square, in Grade Five's textbook used in primary school. At the same time, I did the research of pedagogy of variation in the school where I work, and analyzed the date that comes from the test before and after the experiment.The research shows that the result is quite inspiring. The score of the experiment team is much higher than that of the comparison team. Furthermore, students taught by the pedagogy of variation feel the lesson is more interesting than it was before, and they have a clear idea of what they are going to learn. All of these results show that the pedagogy of variation in mathematics teaching is quite meaningful.According to my research, I made some suggestions for additional research. I hope that in the future, the study and action of the pedagogy of variation from teachers would be subordinated to the range of the research. Also researchers should choose the samples from different districts, which would make the samples more typical, and add the time of pedagogy of variation in teaching, so that we can see how much the students are influenced by the pedagogy of variation in mathematics teaching.