ERIC Number: EJ1149151
Record Type: Journal
Publication Date: 2017-Aug
Abstractor: As Provided
What Is Made Possible to Learn When Using the Variation Theory of Learning in Teaching Mathematics?
Kullberg, Angelika; Runesson Kempe, Ulla; Marton, Ference
ZDM: The International Journal on Mathematics Education, v49 n4 p559-569 Aug 2017
The variation theory of learning emphasizes variation as a necessary condition for learners to be able to discern new aspects of an object of learning. In a substantial number of studies, the theory has been used to analyze teaching and students' learning in classrooms. In mathematics education, variation theory has also been used to explore variation in sets of instructional examples. For example, it has been reported how teachers, by using variation and invariance within and between examples, can help learners to engage with mathematical structure. In this paper, we describe the variation theory of learning, its underlying principles, and how it might be appropriated by teachers. We illustrate this by an analysis of one teacher's teaching before and after he participated in three lesson studies based on variation theory. Both the theory and the empirical illustration focus on "what is made possible to learn" in different learning situations. We show that in the two analyzed lessons, different things were made possible to learn.
Descriptors: Mathematics Instruction, Teaching Methods, Equations (Mathematics), Algebra, Mathematical Concepts, Foreign Countries, Secondary Education
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A