This is described as phenomenography's "theory of variation." [9] Phenomenography allows researchers to use their own experiences as data for phenomenographic analysis; [8] [10] it aims for a collective analysis of individual experiences.

Variation theory was developed by Ference Marton, has now become dominant in current mathematics discussions. It draws attention to underlying relationships in mathematics by focussing on the careful design and sequencing of mathematical tasks, including the use of multiple representations of a mathematical concept in order to draw out what it is and what it is not.

This paper contributes to a deeper understanding of variation theory and its application in practice. In 2006, I wrote an article for MT194 about variation, with John Mason, in which we presented and explored what using variation in the design of mathematical tasks could mean and the implications for developing mathematical learning. Our writing then was a development of the work done by Ference Marton The purpose of this paper is to elaborate the concepts of part and whole in Ference Marton's variation theory for dealing with how learners come to understand something of a whole as made up of its parts. variation in the future is by experiencing variation in the present and by having experienced variation in the past.” (The abstract of a seminar given by Ference Marton at The University of Hong Kong, 21 Nov 2006) According to Marton’s Theory of Variation, discernment of critical features occurs The variation theory of learning (Marton 2015; Marton and Booth 1997) points to variation as a necessary component in teaching in order for students to notice what is to be learned. Lo, M. L., & Marton, F. (2012).

Ference marton variation theory

2021-04-06 · Variation Theory in action via Third Space Learning’s online maths interventions Standard and non-standard Once students have developed a sense of what the critical aspect is and is not, it is important to then demonstrate this aspect in both standard and non-standard forms. Variation Theory, which emphasizes on the discernment of the critical aspects in the object of learning, helps students learn probability in a more efficient way. Originated by Ference Marton, Variation Theory allows students to The most obvious explanation of why such variations in understanding arise would be to argue that learning depends on prior knowledge. Thus the differing outcomes could be explained in terms of differing levels of knowledge or linguistic skills. Although such an argument may be true in a general way, it cannot explain the results of this Ference Marton (born Ferenc Istvan Marton 7 March 1939) is a Swedish educational psychologist who is best known for introducing the distinction between deep and surface approaches to learning, and developing phenomenography as a methodology for educational research. Ference Marton, Johan Häggström R. Huang & Y. Li (Eds.), Teaching and Learning Mathematics through Variation – Confucian Heritage Meets Western Theories - 2017-01-01 Learning to subitize the first ten numbers as a necessary condition for the development of arithmetic Necessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and taken up by his wide 1 dag sedan · Kullberg, Angelika, Ulla Runesson Kempe, and Ference Marton. "What is made possible to learn when using the variation theory of learning in teaching mathematics?." ZDM (2017): 1-11.

2014-07-18 · Ference Marton is Professor of Education at the Goeteborg University, Sweden and Honorary Professor at the Faculty of Education, The University of Hong Kong. He is internationally known for introducing the distinction between deep and surface approaches to learning, for developing phenomenography as a methodology for educational research, and more recently for developing the variation theory

In 2006, I wrote an article for MT194 about variation, with John Mason, in which we presented and explored what using variation in the design of mathematical tasks could mean and the implications for developing mathematical learning. Our writing then was a development of the work done by Ference Marton Ference Marton, Johan Häggström R. Huang & Y. Li (Eds.), Teaching and Learning Mathematics through Variation – Confucian Heritage Meets Western Theories - 2017-01-01 Learning to subitize the first ten numbers as a necessary condition for the development of arithmetic 2018-01-13 · Variation theory lends itself well to increasing opportunity for student thought. It was originally thought up by Ference Marton (2005) and has been taken up and developed by great mathematical minds such as Anne Watson and John Mason. Again, I confess that I am not at all an expert in this field.

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This paper reports on an experiment that put this theory to test in the context of students’ learning of the orthographic structures of Chinese characters. Variation theory is a theory of learning and experience that explains how a learner might come to see, understand, or experience a given phenomenon in a certain way.

The theory helps students draw upon their personal experiences and discern learning from different perspectives. The variation theory stems from the concept of phenomenography. Since its emergence in the late 1990s (Marton & Booth, 1997), the theory has quickly The variation theory of Ference Marton and his collaborators has widely been used as a framework for explaining what can possibly be learned in a particular classroom and what cannot. This paper reports on an experiment that put this theory to test in the context of students’ learning of the orthographic structures of Chinese characters.
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Originated by Ference Marton, Variation Theory allows students to This website is my attempt to assemble a collection of high-quality, sequences of questions and examples using key principles from Variation Theory. By holding key features between questions and examples constant, together with the mathematical behaviour that I call reflect, expect, check, explain and the supporting role of the teacher, I believe we can help students better understand key variation in the future is by experiencing variation in the present and by having experienced variation in the past.” (The abstract of a seminar given by Ference Marton at The University of Hong Kong, 21 Nov 2006) According to Marton’s Theory of Variation, discernment of critical features occurs The most obvious explanation of why such variations in understanding arise would be to argue that learning depends on prior knowledge. Thus the differing outcomes could be explained in terms of differing levels of knowledge or linguistic skills. Although such an argument may be true in a general way, it cannot explain the results of this Ference Marton, Johan Häggström R. Huang & Y. Li (Eds.), Teaching and Learning Mathematics through Variation – Confucian Heritage Meets Western Theories - 2017-01-01 Learning to subitize the first ten numbers as a necessary condition for the development of arithmetic 2021-04-12 · Kullberg, Angelika, Ulla Runesson Kempe, and Ference Marton. "What is made possible to learn when using the variation theory of learning in teaching mathematics?." ZDM (2017): 1-11.

by Ference Marton. ABSTRACT Purpose – One important contribution of variation theory to learning study is that it brings the focus of the learning study sharply on the object of learning and provides a theoretical grounding to understand some of the more. One important contribution of variation theory to learning study is that it brings the focus of the learning study sharply on the object of learning and provides a theoretical grounding to understand some of the necessary conditions of learning. Ference Marton (born Ferenc Istvan Marton 7 March 1939) is a Swedish educational psychologist who is best known for introducing the distinction between deep and surface approaches to learning, and developing phenomenography as a methodology for educational research.
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28 Nov 2019 Wright and Osman, (Wright & Osman, 2018) quoted Ference Marton (1981), “ According to Variation Theory the theory, a meaning always

What is variation theorYl Variation theory (VT) was developed by Ference Marton and colleagues (&larton, Tsui et at. 2A04). Marton et al. argae that VT is a theory of learning but it is not trying to be an all-encompassing theory.