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Jul 19, 2020 Ference Marton describes the 'dimensions of possible variation' and 'range of permissible change' for a given concept. That is, what features (Marton and Tsui 2004 Ference with the variation theory of learning and The consolidation of phenomenography and the variation theory with ECE aspect, the learner must experience potential alternatives, that is, variation in a dimen Correspondence and requests for reprints should be sent to Ference Marton, contingent to the necessary where the real work of theory-buildin Variation theory, developed by Marton and co-workers (Bowden and Marton 1998, Ference Marton has further extended these ideas with a stronger emphasis Aug 27, 2013 Ference Marton a Keywords: Variation Theory; Phenomenography; Discernment; immodestly the Variation Theory (of Learning) (Marton,. In Sweden and Hong Kong, Ference Marton led a group of researchers to develop the variation theory of learning (Pang et al., 2017). Originating from “a A number of learning study projects in Hong Kong, based on variation theory, have Together with Ference Marton and a group of researchers in Hong Kong, Feb 27, 2019 Flatland by Edwin Abbott; Walter and Brown's 'The Art of Problem Posing'; Ference Marton's work; Ulla Runesson's work; Piaget's action schema MARTON, F. (1998) 'Towards a Theory of Quality in Higher Education', in B. Dart & G. Boulton-Lewis (eds) Teaching and Learning in Higher Education: From Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and and a learning theory of variation developed at the University of Gothenburg in Sweden by Ference Marton and his co-workers (see Marton and Booth 1997). The Conditions of Learning-Robert Mills Gagné 1996 Applies the theoretical ( the variation theory of learning) introduced and developed by Ference Marton. ing Ference Marton's variation theory and Patrick Thompson's theory of quantitative reasoning, we designed digital task sequences, in which students were to Dec 7, 2019 This is inspired from Ference Marton's Variation Theory (VT).

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). 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 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.

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.

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be nurtured. Key words: learning study, classroom research, variation theory by Ference Marton, who brought to the project a learning perspective based.

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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 of learning. 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. The results suggest that how variation is offered, 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 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 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 their practical applications in educational contexts.

Leung (2008) used these patterns to develop a lens of variation to interpret explorations in dynamic geometry environments. 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 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).
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Ference Marton är professor i pedagogik på Göteborgs Universitet. 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.

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Since its emergence in the late 1990s (Marton & Booth, 1997), the theory has quickly 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. Discernment of a critical aspect of a phenomenon results from experiencing variation in dimensions that correspond to that aspect. Ference Marton utvecklade fenomenografin som en vetenskaplig metod, en metod som är specialutvecklad just för att studera människors lärande. Sedan slutet av 90-talet har han intresserat sig för variationsteori , en teori som han till stora delar själv ligger bakom. 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 details of the maths lessons I observed in Shanghai.