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Using Variation Theory to Enhance Students' Capability in Solving

Keywords Variation theory · Teaching · Mathematics · Algebra · Learning study · Lesson 2012-08-26 which the Variation Theory was tested. These Learning Studies have covered all major key learning areas. We have found the Variation Theory useful as a guiding principle for pedagogical design. Work undertaken by the research team in various projects has also indicated that the Learning Study is able to act as a main component This study aims to describe how the learning study model can be used to improve lesson design and children’s learning outcomes by enabling them to perceive and define the critical aspects of the ob Learning study, variation theory and catering for individual differences: the Hong Kong experience book. By LO MUN LING. Book Realising Learning. Click here to navigate to parent product.

The target readers are teachers and educational researchers who are interested The use of the variation theory in the learning study. In P. Y. Ko (Chair), The use of the variation theory as a pedagogical tool for enhancing students' learning. Symposium conducted at the Redesigning Pedagogy International Conference: Designing New Learning Contexts for a Globalising World, National Institute of Education, Nanyang Technological University, Singapore. Request PDF | Learning Study Guided by Variation Theory: Exemplified by Children Learning to Halve and Double Whole Numbers | This study aims to describe how the learning study model can be used 2019-06-24 Learning Study projects have been widely carried out in schools in Hong Kong since early 2000 through various projects related to teacher professional development. Learning Study is different from Lesson Study in that the Variation Theory is embedded to guide teachers in addressing the focus and issues in student learning. Learning Study is a special type of Lesson Study.

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Through learning study, variation theory as a theory of learning is implemented but as learning study is not possible to conduct for every lesson opportunities for further use of variation theory have to be made explicit. Variation theory as a tool for planning lessons can be developed further and the phase ‘after’ a learning study can be elaborated on. Place, publisher, year, edition, pages Göteborg: Uniersity of Gothenborg , 2013.

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According to the variation theory, to help students appropriate certain objects of learning, certain patterns of variation and invariance that are co-constituted by the learners and Variationsteorin är en vetenskaplig teori om lärande som är utvecklad från den Fenomenografiska forskningsansatsen. Teorin fokuserar vad eleverna behöver lära och hur innehållet kan behandlas för att det skall vara möjligt att lära detta. This study aims to describe how the learning study model can be used to improve lesson design and children’s learning outcomes by enabling them to perceive and define the critical aspects of the object of learning, guided by variation theory. Three lesson designs were used with three groups of children (A = 24, B = 13, C = 14) from two schools. 2011-10-09 · Two elements are pertinent in the learning study approach: 1. Keeping a sharp focus on the object of learning, this means identifying what is worthwhile for the students to learn, 2. Applying the variation theory in every step of the process.
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After 10 years, we have made great advancements in this area. However, there is always a gap between theory and practice, and after engaging in Learning Study many teachers feel that they still do not fully understand Variation Theory and are handicapped when trying to apply it in practice. The study by embedding variation theory into the framework of lesson study. Learning study is inspired by the idea of design experiments and by in-depth studies of specific lessons by Japanese and Chinese teachers (Pang, 2006), but with an added systematic theoretical framework premised on variation theory, and it always takes the object of In a learning study, the content organization is guided by the variation theory, which means the teacher searches for aspects not yet discerned by the child that help the child develop new knowledge. In a Learning Study, the aim is to deal with an object of learning in a systematic way through a number of research lessons designed in line with the Variation Theory, thus bringing about an Learning Study projects have been widely carried out in schools in Hong Kong since early 2000 through various projects related to teacher professional development. Learning Study is different from Lesson Study in that the Variation Theory is embedded to guide teachers in addressing the focus and issues in student learning. International Journal of Teaching and Learning in Higher Education, v28 n2 p283-292 2016 The variation theory stems from the concept of phenomenography.

Variation Theory People •Accepting students’ current state with a hopeful heart •Understanding students’ problems and causes •Teaching begins from students’ problems (Embrace problems) •Identifying critical features for learning (Clarity of problems) •Providing scaffolding/structure for learning for awareness / After learning study was introduced in Sweden 2003, several schools have been conducting learning studies. During 2009-2011 a boom was visible due to possibilities for financial support from the go Using variation theory in teaching mathematics. Ny artikel: What is made possible to learn when using the variation theory of learning in teaching mathematics? Angelika Kullberg, Ulla Runesson Kempe & Ference Marton. Artikeln i fulltext [pdf] här. Furthermore, the major focus of a learning study is on the objects of learning, i.e., on what students are expected to learn, rather than on the teaching arrangements. According to the variation theory, to help students appropriate certain objects of learning, certain patterns of variation and invariance that are co-constituted by the learners and Variationsteorin är en vetenskaplig teori om lärande som är utvecklad från den Fenomenografiska forskningsansatsen.
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Each object of learning bears many various aspects. … Through learning study, variation theory as a theory of learning is implemented but as learning study is not possible to conduct for every lesson opportunities for further use of variation theory have to be made explicit. Variation theory as a tool for planning lessons can be developed further and the phase ‘after’ a learning study can be The variation theory of learning served as the major guiding principle for the pedagogical design, lesson analysis and evaluation.,The findings of this study give support to variation theory being a powerful pedagogical tool for improving students’ understanding of informative texts and enabling them to generate new learning. This study aims to describe how the learning study model can be used to improve lesson design and children’s learning outcomes by enabling them to perceive and define the critical aspects of the object of learning, guided by variation theory.

By devoting just a fraction of your time to theory right now, you’ll reap benefits far beyond getting in an extra 10 minutes of studying. So without further ado, let’s start at the beginning. No matter how old you are, there's always room for improvement when it comes to studying. Whether you're taking the biggest exam of your life or you know your teacher or professor is going to give a pop quiz soon, efficient studying is a gr You read over your notes.
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Using variation theory in teaching mathematics – Learning

In this study, the learning study was designed in the following steps: 1. The variation theory of learning served as the major guiding principle for the pedagogical design, lesson analysis and evaluation.,The findings of this study give support to variation theory being a powerful pedagogical tool for improving students’ understanding of informative texts and enabling them to generate new learning. Variation theory of learning was developed by Ference Marton of the University of Gothenburg. One of its basic tenets is that learning is always directed at something – the object of learning (phenomenon, object, skills, or certain aspects of reality) and that learning must result in a qualitative change in the way of seeing this “something” (Ling & Marton, 2011).