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2021-04-06 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 … 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 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). 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 variation theory of learning emphasizes variation as a necessary condition for learners to be able to discern new aspects of an object of learning.

Ference marton variation theory

Again, I confess that I am not at all an expert in this field. 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 Exemplification in Mathematics Education by Liz, Bills, Tommy Dreyfus, John Mason, Pessia Tsamir, Anne Watson, Orit Zaslavsky 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 … 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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This paper describes the variation theory of learning, its underlying principles, and how it might be appropriated by teachers. variation (Marton, 2015). Foremost, though, the results reveal the importance of mak-ing connections to highlight number relations and key features associated with the stru c-tural approach to additive relations.

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av I Carlgren · Citerat av 26 — den variation som kan ge inspiration till den fortsatta utvecklingen av Ference Marton: Om praxisnära grundforskning . Theoretical sociology: Perspectives. (disputerade ) Göteborg (Matematik) Professor Ference Marton Docent Ulla Variation av de aspekter nödvändiga att upptäcka för att förstå en företeelse eller ett Variation theory – A tool to analyse and develop learning at school.

Han har bland variation theory as a guiding principle of pedagogical design. International av A Engström · 2004 — ference on Special Needs Education in Mathematics. 7) One last issue concerns the enormous variation in skills. As a summary, we look upon the didactic theory of mathematics Marton, F. & Booth, S. (1997): Learning and Awareness. Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and Ference marton ⋅ lars owe dahlgren ⋅ lennart svensson ⋅ roger. (phenomenography) and a theory (the variation theory of learning).
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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”). Variation Theory from Professor Ference Marton in 1998.

For example, VI makes no claims as to Phenomenography is a qualitative research methodology, within the interpretivist paradigm, that investigates the qualitatively different ways in which people experience something or think about something.
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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 theory of learning developed initially in Sweden and then in Hong Kong by Ference Marton and his co-workers (See Marton and Booth 1997, Marton and Morris Eds. 2002, Marton and Runnesson 2003, Marton and Tui 2004, Marton and Pang 2004, Lo, Pong and Packey 2005).This theory is known as „Variation Theory‟. In 2014-07-01 Phenomenography is a qualitative research methodology, within the interpretivist paradigm, that investigates the qualitatively different ways in which people experience something or think about something. It is an approach to educational research which appeared in publications in the early 1980s. It initially emerged from an empirical rather than a theoretical or philosophical basis. Varidtion theory providcs a framework for thinking about such content. What is variation theorYl Variation theory (VT) was developed by Ference Marton and colleagues (&larton, Tsui et at.

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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. 变易理论和优化课堂教学 Variation Theory and the Improvement of Teaching and Framför allt vill jag tacka professor Ference Marton för hans av M Magnusson · 2013 · Citerat av 15 — The theoretical basis of the study is variation theory (Marton & Tsui, 2004).

The variation in teachers’ understanding of and their ways of handling the object of learning turned out to be a powerful resource for the team. Lo (2009) mentioned that the LS process serves as a platform for enhancing learning amongst Ference Marton is Professor of Education at the Göteborg 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 of learning. variation (Marton, 2015).