ORCID Profile
0000-0001-6573-5719
Current Organisation
University of Technology Sydney
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Publisher: Elsevier BV
Date: 10-2012
DOI: 10.1016/J.HUMOV.2011.12.003
Abstract: This study investigated the relationship between motor-reduced visual perceptual abilities and visual-motor integration abilities of Chinese learning children by employing the Developmental Test of Visual Perception (Hammill, Pearson, & Voress, 1993), in which both abilities are measured in a single test. A total of 72 native Chinese learners of age 5 participated in this study. The findings indicated that the Chinese learners scored much higher in the visual-motor integration tasks than in motor-reduced visual perceptual tasks. The results support the theory of autonomous systems of motor-reduced visual perception and visual-motor integration and query current beliefs about the prior development of the former to the latter for the Chinese learners. To account for the Chinese participants' superior performance in visual-motor integration tasks over motor-reduced visual perceptual tasks, the visual-spatial properties of Chinese characters, general handwriting theories, the motor control theory and the psychogeometric theory of Chinese character-writing are referred to. The significance of the findings is then discussed.
Publisher: SAGE Publications
Date: 04-2012
DOI: 10.2466/10.24.27.PMS.114.2.433-445
Abstract: This paper reports an investigation of Chinese-speaking and English-speaking children's general visual perceptual abilities. The Developmental Test of Visual Perception was administered to 41 native Chinese-speaking children of mean age 5 yr. 4 mo. in Hong Kong and 35 English-speaking children of mean age 5 yr. 2 mo. in Melbourne. Of interest were the two interrelated components of visual perceptual abilities, namely, motor-reduced visual perceptual and visual-motor integration perceptual abilities, which require either verbal or motoric responses in completing visual tasks. Chinese-speaking children significantly outperformed the English-speaking children on general visual perceptual abilities. When comparing the results of each of the two different components, the Chinese-speaking students' performance on visual-motor integration was far better than that of their counterparts ( ES = 2.70), while the two groups of students performed similarly on motor-reduced visual perceptual abilities. Cultural factors such as written language format may be contributing to the enhanced performance of Chinese-speaking children's visual-motor integration abilities, but there may be validity questions in the Chinese version.
Publisher: Emerald
Date: 14-10-2021
DOI: 10.1108/IJLLS-03-2021-0026
Abstract: This paper presented the learning process of a group of primary mathematics teachers who participated in two iterations of lesson design, enactment and reflection in a Chinese Lesson Study. An expansive learning theory was employed to examine the teachers’ learning process in lesson study (LS) on representing fractions on a number line. The evolution of a germ cell was utilized to feature the transformation of the object of activity from abstract to concrete through resolving contradictions among LS members. The videos of lesson planning, research lessons (RLs) and debriefing meetings were collected and analyzed to reveal the expansive learning process. The analysis showed that the teachers expanded their learning through transforming the object from diffuse to concrete and expanded through consciously articulating the germ cell. The outcomes of object-oriented activity include improving the enacted lesson which promoted students’ conceptual understanding. This study made a unique contribution to understanding the learning process of teachers in Chinese LS from the perspective of expansive learning.
Publisher: Springer Singapore
Date: 13-12-2017
Publisher: Springer Science and Business Media LLC
Date: 04-2015
Publisher: Emerald
Date: 29-12-2022
DOI: 10.1108/IJLLS-09-2022-0127
Abstract: This study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study. In this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative research method, this study employed a locally integrating networking strategy to combine the modified Interconnected Model of Teacher Professional Growth (IMTPG) and Bannister's framework to describe the teachers' knowledge change when participating in a lesson study on project-based learning. The research revealed that the school teachers' knowledge about authenticity and assessment in the context of project-based learning was changed after the lesson study and how the changes were triggered. The study demonstrates how the networking of two different theories—modified IMTPG and Bannister's framework—contributes to a better understanding of the process of teachers' collective practice, as well as the knowledge change in PjBL. This networking was done by combining the two theories, which were superimposed at the domain of practice.
Publisher: Springer Singapore
Date: 13-12-2018
Publisher: Emerald
Date: 04-01-2013
DOI: 10.1108/20468251311290141
Abstract: The purpose of this paper is to report a case study of how learning study was incorporated in teacher education programs in Hong Kong. It aims to share the success of the program and to disseminate how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study. Building on the work, this paper suggests incorporating the framework of learning study, a theory‐guided pedagogical principle, as an integrated subject of mathematics pedagogy and teaching practice in teacher education programs. In total 32 pre‐service teachers’ learning journals of their reflections of learning processes were analyzed. The analysis of data and reporting of findings are linked tightly to how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study. The 32 pre‐service teachers noted that the learning study subject fostered their understanding of relationship between theory and practice and their understanding of transforming knowledge into action. In particular, they came to understand that knowledge of pupils and content involves a particular mathematical idea or procedure and familiarity with students’ prior knowledge and misconceptions. They also reported that they understood better what mathematics pedagogy content knowledge means and what components it includes. The suggestions of incorporating the framework of learning study in teacher education programs is supported and manifested by the positive feedback and comments of the 32 pre‐service teachers who underwent the entire learning process of learning study in Hong Kong. The findings demonstrate how pre‐service teachers’ mathematical content knowledge and pedagogical content knowledge were enhanced by practising learning study.
Publisher: Elsevier BV
Date: 09-2017
Publisher: Scientific Research Publishing, Inc.
Date: 2017
No related grants have been discovered for Mun Yee Lai.