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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. 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. Ference Marton (born Ferenc Istvan Marton 7 March 1939) is a Swedish educational psychologist who is best known for introducing the distinction between deep and surface approaches to learning, and developing phenomenography as a methodology for educational research. Variation theory provides a theoretical grounding to understand some of the necessary conditions of learning, so that wise pedagogical decisions can be made.

Besöksadress. Läroverksgatan Om Ference Marton. Forskningsintressen Inlärning, undervisning, fenomenografi, variationsteori to learn when using the variation theory of learning in teaching mathematics? Angelika Kullberg, Ulla Runesson Kempe & Ference Marton.

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ding theory and practice in teachers' work and working condi- tions. Outlines of a critical theory of ethics. New York: variation vad gäller livsvillkor, livsdrömmar och möjliga karriär- vägar.

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argae that VT is a theory of learning but it is not trying to be an all-encompassing theory. For example, VI makes no claims as to 2014-07-14 Qualitative differences in understanding and learning Thirty years ago, Ference Marton’s research group in Gothenburg fundamentally changed the direction of research into student learning by publishing a series of articles in the British Journal of Educational Psychology (Marton & Säljö, 1976; Svensson, 1977; Fransson, 1977) on “qualitative differences in learning”. "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.

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.
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Lärare Olika kvalitativa metoder. • Grounded Theory (GT) Ference Marton 1981, Pedagogiska inst, GU Strategiskt urval av informanter för att få variation. • Vanligen Variation Theory”. presentation var en del och där Professor Ference Marton nog var den mest detta objekt med variationsteorin som teoretiskt redskap. द्वारा Ference Marton, Lars Owe Dahlgren, Lennart Svensson, Roger Säljö This book looks at the theory and practice of learning and how universities Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and enography, variation theory, knowledge, knowing.

Ference Marton and his colleagues in Sweden This study explored how the teaching of probability under the framework of Ference Marton's Variation Theory affected the learning outcomes of secondary 5 Mar 9, 2018 This new development came to be known as the Variation Theory of Learning, which has been developed by Professor Ference Marton with Sep 24, 2019 Phenomenography was originally developed by Professor Ference Marton and his colleagues at the University of Gothenburg in their studies of Necessary Conditions of Learning presents a research approach ( phenomenography) and a theory (the variation theory of learning) introduced and developed John Mason. University of Oxford and Open University. Variation theory, promoted by Ference Marton and colleagues (Marton and Booth 1997, Marton and research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and taken up by his wide Lo Mun Ling, Ference Marton. One important contribution of variation theory to learning study is that it brings the focus of the learning study sharply on the object The theory chosen is variation theory, which allows one to explain thank Professor Emeritus Ference Marton for his valuable comments on the present chapter Apr 7, 2017 In mathematics education, variation theory has also been used to explore variation in sets of instructional examples.
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What is variation theorYl Variation theory (VT) was developed by Ference Marton and colleagues (&larton, Tsui et at. 2A04). Marton et al. argae that VT is a theory of learning but it is not trying to be an all-encompassing theory. For example, VI makes no claims as to 2014-07-14 Qualitative differences in understanding and learning Thirty years ago, Ference Marton’s research group in Gothenburg fundamentally changed the direction of research into student learning by publishing a series of articles in the British Journal of Educational Psychology (Marton & Säljö, 1976; Svensson, 1977; Fransson, 1977) on “qualitative differences in learning”. "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.