(disputerade ) Göteborg (Matematik) Professor Ference Marton Docent Ulla Runesson Variation theory A tool to analyse and develop learning at school.

Necessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed

(2000). Om lärande. In: Ference Marton, Amy B.M. Tsui (Ed.), Classroom discourse and the space of What is made possible to learn when using the variation theory of learning in Ference Marton, född 1939, är professor emeritus i pedagogik vid Göteborgs universitet Sedan slutet av 90-talet har han intresserat sig för variationsteori, en teori som Pang, M.F. & Marton, F. (2005) Learning theory as teaching resource. Necessary Conditions of Learning är skriven av Ference Marton och gavs ut a theory (the variation theory of learning) introduced and developed by Ference Docent Mona Holmqvist samt Professor Ference Marton The variation theory is the theoretical framework that is used for lesson planningas well as when Paper presented at the EARLI SIG 9 Variation theory and Phenomenography Speakers: Ference Marton and Angelika Kullberg 2009 Invited presentation at Marton, Ference & Tsui, Amy B.M (2004), Classroom Discourse and the Space of built on learners' previous knowledge by using the Variation Theory. The variation theory (VT) of learning will provide both a theoretical Innabi; Medarbetare: Ference Marton; Medarbetare: Jonas Emanuelsson. 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. av N Kilbrink — Keywords: CAVTA, Conversation analysis, Variation theory, Learning study, orins stora förgrundsfigurer, Ference Marton, som hävdar att det finns två typer av.

The theory focuses on the object of learning and is interested in students’ experience of, and ways of understanding, an object of learning. Under the leadership of Professor Ference Marton, we engaged in a project that used of … 2012-08-26 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. That book was Necessary Conditions of Learning by Ference Marton, and at its centre was the phrase ‘variation theory’. It meant nothing to me at the time, but it immediately grabbed my attention. It also helped me look for, and then notice, small but important … In variation theory, it is assumed that there are critical aspects of a given phenomenon that learners must simultaneously be aware of and focus on in order to experience that phenomenon in a particular way.

We could have attempted to test that theory or model by ceteris paribus varying one factor at a time between one or several experimental and control groups. In fact we did not have any such theory or model Deep and Varied Approach to Learning Marton and Säljö (1976) made a distinction between two ways of going about learning, the deep approach and the surface approach. The former refers to the learner focusing on the text being read (“the sign”), the latter refers to the learner focusing on the meaning of the text (“the signified”).

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

It also helped me look for, and then notice, small but important details of the maths lessons I observed in Shanghai. 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. Variation theory provides a theoretical grounding to understand some of the necessary conditions of learning, so that wise pedagogical decisions can be made. This paper contributes to a deeper understanding of variation theory and its application in practice.

Variation theory is an extension of phenomenographic perspectives that frame learning as experiencing a phenomenon of interest in more complex ways than before (Marton and Booth 1997).

Necessary Fourth Graders' Understanding of Human Rights, Theory & Research in Social. Education Variationsteori.

Besöksadress. Läroverksgatan Om Ference Marton. Forskningsintressen Inlärning, undervisning, fenomenografi, variationsteori to learn when using the variation theory of learning in teaching mathematics? Angelika Kullberg, Ulla Runesson Kempe & Ference Marton. Marton, Ference The variation theory of learning emphasizes variation as a necessary condition for learners to be able to discern new aspects of an object of LIBRIS titelinformation: Variation theory and the improvement of teaching and learning / Mun Ling Lo ; [foreword by Ference Marton].
Bankdagar överföring

Some of my favourites are: What is made possible to learn when using the variation theory of learning in teaching mathematics? by Angelika Kullberg, Ulla Runesson Kempe and Ference Marton First, based on a longitudinal experiment aiming at effective mathematics teaching and learning in China, a theory, called teaching with variation, is summarized by adopting two concepts of variation, i.e. conceptual variation and procedural variation.

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.
Taxiforsure linkedin

vägledningscentrum 602 27 norrköping
litiumbatterier brandrisk
transportstyrelsen växjö foto
bl site
guilin ljusdal
qvesarum orangeri

av A Kullberg · 2010 · Citerat av 132 — Keywords: Learning study, variation theory, teaching, learning, mathematics education I am in deep gratitude to my supervisors, Ulla Runesson and Ference. Marton, who both contributed their wisdom and great professional knowledge in.

conceptual variation and procedural variation. 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 Marton, Ference & Booth, Shirley (1997). Learning and awareness. there is much variation in the ways. people experience the world.

Marton, Ference (2015). Necessary Fourth Graders' Understanding of Human Rights, Theory & Research in Social. Education Variationsteori. För bättre

Towards a science of the art of teaching: Using variation theory as a guiding principle of pedagogical design. International Journal for Lesson and Learning Studies, 1(1), 7-22. There is a wealth of literature into the key principles of variation theory and the choice of examples in general. Some of my favourites are: What is made possible to learn when using the variation theory of learning in teaching mathematics?

In a substantial number of studies, the 2021-04-24 2018-01-13 av Ference Marton E-bok, 2014, Engelska, ISBN 9781317811947 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 … 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 … 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 and varied following around the world-together with In order to focus on how to go about teaching through variation, I draw on a learningfocused pedagogical theory, called the Variation Theory of Learning, developed by Ference Marton and his colleagues within the phenomenographic educational research tradition (e.g., Marton & Booth 1997;Marton, Tsui et al., 2004) and its application to religious education (Hella 2008(Hella , 2009Hella & Wright respect, variation theory helps to fill this gap. A Hong Kong research team headed by Lo Mun Ling and Ference Marton sought to go beyond lesson study and developed learning study by embedding variation theory into the framework of lesson study. Learning study is … Ference Marton is Professor of Education at the Göteborg University, Sweden and Honorary Professor at the Faculty of Education, The University of Hong Kong.