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From "exploring the middle zone" to "constructing a bridge": Experimenting in the spiral Bianshi mathematics curriculum
NGAI-YING WONG1; CHI-CHUNG LAM2; XUHUA SUN3; ANNA MEI YAN CHAN4
2009-04
Source PublicationInternational Journal of Science and Mathematics Education
ISSN1571-0068
Volume7Issue:2Pages:363-382
Abstract

The spiral bianshi curriculum, an improvement on bianshi teaching developed by Gu (2000) and in line with Marton's theory of variation (Marton & Booth, 1997), was tried out in a primary school in Hong Kong. This improved theoretical framework for the spiral bianshi curriculum comprises four types of bianshi problems-the inductive bianshi, the broadening bianshi, the deepening bianshi, and the applicative bianshi. Based on this framework, the research team developed a set of teaching materials on the three topics of division of fraction, speed, and volume. The materials were tried out in 21 Primary 6 classes (a total of 686 students) in a school. The effect was compared with a reference group using standard textbook materials in Hong Kong. A series of instruments, pre-tests, and post-tests were administered to gauge the effects on students' performance in solving routine and non-routine problems, as well as the affective outcomes including self-concept, attitude towards learning mathematics, approaches to learning, and conceptions of mathematics. The intervention effects of the experimental design were examined by hierarchical regression analysis. The research reveals that students using spiral bianshi teaching materials performed significantly better than their counterparts using standard textbook materials. However, no significant differences were identified among affective learning outcome variables despite the positive results on cognitive learning outcomes. The findings indicate that spiral bianshi curriculum has high potential in enhancing students' learning effectiveness. However, further studies are needed to map its strengths in detail.

KeywordCurriculum Evaluation Pedagogy Of Variation Primary School Mathematics Speed Spiral Bianshi Curriculum
DOI10.1007/s10763-008-9145-8
URLView the original
Indexed BySSCI ; SSCI
Language英語English
WOS Research AreaEducation & Educational Research
WOS SubjectEducation & Educational Research
WOS IDWOS:000207961100007
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Cited Times [WOS]:12   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorNGAI-YING WONG
Affiliation1.Department of Curriculum and Instruction,Chinese University of Hong Kong,Shatin,Hong Kong
2.Department of Curriculum and Instruction,Hong Kong Institute of Education,Taipo,Hong Kong
3.Faculty of Education,University of Macau,Taipa,Macao
4.Laichikok Catholic Primary School,6 Hing Wah Street West,Sham Shui Po,Hong Kong
Recommended Citation
GB/T 7714
NGAI-YING WONG,CHI-CHUNG LAM,XUHUA SUN,et al. From "exploring the middle zone" to "constructing a bridge": Experimenting in the spiral Bianshi mathematics curriculum[J]. International Journal of Science and Mathematics Education,2009,7(2):363-382.
APA NGAI-YING WONG,CHI-CHUNG LAM,XUHUA SUN,&ANNA MEI YAN CHAN.(2009).From "exploring the middle zone" to "constructing a bridge": Experimenting in the spiral Bianshi mathematics curriculum.International Journal of Science and Mathematics Education,7(2),363-382.
MLA NGAI-YING WONG,et al."From "exploring the middle zone" to "constructing a bridge": Experimenting in the spiral Bianshi mathematics curriculum".International Journal of Science and Mathematics Education 7.2(2009):363-382.
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