The space of learning

By F. Marton, Ulla Runesson, Amy B. M. Tsui. 2004

399 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/425fa6223db0587823cfcc61b087c9366eb9ec32

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Citations in the corpus

Recent research on geometry education: an ICME-13 survey team report (2016, background): “The theory of variation (a theory of learning and awareness) has been developed by Marton (cf. Marton et al. 2004) and was first studied in geometry education by Leung (2008a, b) in the context of problem solving in a dynamic geometry environment.”
Using learner generated examples to introduce new concepts (2008, background): “The dimensions of variation (Marton et al. 2004) focused on were: choice of integers, nature of integers (small, large, having certain multiplicative properties); relations between chosen integers (consecutive, related multiplicatively); signs (although no one used negative signs).”
Beyond discourse and interaction. Variation: a critical aspect for teaching and learning mathematics (2005, background): “In a series of studies of classroom learning, Marton and his colleagues (Marton & Morris, 2002; Marton et al., 2004) examined the learning situation from the point of view of the possibility of developing certain capabilities.”
Different ways in which students handle chance encounters in the explorative setting of a dice game (2007, methodology): “To stimulate reflection about mathematical aspects the design of the game was based on principles of variation (Marton et al. 2004).”
Problem solving in Chinese mathematics education: research and practice (2007, unknown): “It is impossible to discern a certain feature without experiencing variations in a dimension corresponding to the feature (Marton et al., 2004).”