Particularly, the Marton's theory offers an epistemological foundation and conceptual support for the Chinese theory. Moreover, the authors argue that the teaching with variation characterizes the mathematics teaching in China and by adopting teaching with variation, even with large classes, students still can actively involve themselves in the process of learning and achieve excellent results.

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

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. 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. 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.

By interaction with the world around us we create meaning of certain phenomenon. 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. 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 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.

ference.marton@ped.gu.se. Besöksadress. Läroverksgatan Om Ference Marton. Forskningsintressen Inlärning, undervisning, fenomenografi, variationsteori

Ference Marton R. Saljo Describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Particularly, the Marton's theory offers an epistemological foundation and conceptual support for the Chinese theory. Moreover, the authors argue that the teaching with variation characterizes the mathematics teaching in China and by adopting teaching with variation, even with large classes, students still can actively involve themselves in the process of learning and achieve excellent results.

CV PROFESSOR FERENCE MARTON QUALIFICATIONS B.A. University of Gothenburg – 1964, Fil lic (PhD) University of Gothenburg – 1967,Fil Dr (D Sc) University of Gothenburg – 1970 EMPLOYMENT HISTORY Teaching & Research Assistant, Research Fellow, Assistant and Associate professor in the Department of Education and Department of Psychology at the

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). 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?

Miika Marttunen. Lindsay Clare Matsumura. Paula Mayoral. Gerry McNamara. Monica Melby-Lervåg.
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The theory helps students draw upon their personal experiences and discern learning from different perspectives. The variation theory stems from the concept of phenomenography.

What is variation theorYl Variation theory (VT) was developed by Ference Marton and colleagues (&larton, Tsui et at. 2A04). Marton et al.
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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 inspired by the idea of design experiments and by in-depth

Variation Theory from Professor Ference Marton in 1998. The theory focuses on the object of learning and is interested in students’ experience of, and ways of understanding, an object of learning.

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The purpose of this paper is to argue that variation theory can serve as a guiding principle of pedagogical design., – Data from two case studies are used to support the argument., – This paper shows that variation theory is indeed a guiding principle; what the teacher is supposed to do in the classroom does not follow mechanically, as exemplified by two learning study cases.

It also helped me look for, and then notice, small but important details of the maths lessons I observed in Shanghai.