Looking at Variation theory in more depth
This step picks out the key points from the following article:
Gu, F., Huang, R., & Gu, L. (2017). Theory and development of teaching through variation in mathematics in China. In Huang, R., & Li, Y. (Eds.), Teaching and learning mathematics through variation: Confucian heritage meets Western theories (pp. 13-41), Rotterdam, The Netherlands: Sense Publishers.
Teaching with variation provides a general and easy-to-understand and easy-to-follow pedagogical approach for mathematics teachers in their teaching of mathematics.
Teaching with variation also provides a good way for students to develop a deep understanding of the concepts.
Teaching with variation provides a good way for teachers to engage and motivate students in learning mathematics, while the focus is on academic matters.
Teaching with variation can help students to develop a strong foundation in learning mathematics, especially when used together with the Two Basics principles.
Teaching with variation is more for teachers and for classroom teaching, less for curriculum design and textbook development.
Teaching with variation usually requires more time for students and teachers in terms of content coverage.
Teaching with variation could be challenging or not applicable for teaching some topics in mathematics.
Suggestion: Teachers should try to accumulate a large number of examples of teaching different topics using variation. This might be through their own teaching experience and reflection, or through CPD.
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