Beyond discourse and interaction. Variation: a critical aspect for teaching and learning mathematics

By Ulla Runesson. 2005

168 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/32ab8299dc763b91e222c61ee917af3a97e3a4b5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. L. Ling
2. M. Pang
3. Margaret Walshaw
4. Glenda Anthony

In Education

1. L. Ling
2. M. Pang
3. Margaret Walshaw
4. Glenda Anthony
5. Ulla Runesson

Citations in the corpus

• What is it Possible to Learn? On Variation as a Necessary Condition for Learning (2006, background): “I propose that the pattern of variation, opened simultaneously or in sequence, constituted a space of learning and was a critical and necessary condition for her learning (compare Runesson, 1999 , 2005 ).”
• Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared (2012, result): “Apart from the work in Hong Kong (e.g., Lo et al. 2005, 2006; Pang 2010; Pang and Marton 2003, 2005, 2007), learning studies have also been conducted in other places, for example in Sweden (e.g., Holmqvist 2006, 2011; Runesson 2005) and in UK (e.g., Davies and Dunnill 2008) in recent years.”
• Characteristics of Effective Teaching of Mathematics: A View from the West (2009, background): “Conventional mathematical language needs to be modeled and used so that, over time, it can migrate from the teacher to the students (Runesson, 2005).”