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. Under the leadership of Professor Ference Marton, we engaged in a project that used of Variation Theory as an explanatory
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
Teachers also engaged in professional dialogue in post-lesson conferences. 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 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 Hos Adlibris hittar du miljontals böcker och produkter inom ference marton Vi har ett brett sortiment av böcker, garn, leksaker, pyssel, sällskapsspel, dekoration och mycket mer för en inspirerande vardag. Ference Marton is Professor of Education at the Goeteborg University, Sweden and Honorary Professor at the Faculty of Education, The University of Hong Kong.
Jag vill också framföra ett varmt tack till professor emeritus Ference Marton. Det har 137-149. Lo, Mun Ling & Marton, Ference (2012). Towards a science of the art of teaching: Using Variation Theory as a guiding principle of pedagogical design,. (disputerade ) Göteborg (Matematik) Professor Ference Marton Docent Ulla Runesson Variation theory A tool to analyse and develop learning at school.
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
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 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
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. 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 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.
What is made possible to learn when using the variation theory of learning in teaching mathematics?
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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? 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.
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.
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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 developer using variation theory. Teachers also engaged in professional dialogue in post-lesson conferences.