Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making

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Characteristics of Effective Teaching of Mathematics: A View from the West (2009, background): “Teachers can assist students to make connections by using carefully sequenced examples, including examples of students‘ own solution strategies, to illustrate key mathematical ideas (Watson & Mason, 2006).”
Shedding light on and with example spaces (2008, background): “Marton’s theory of variation both explains how learners can learn concepts from examples and how teachers can structure examples for maximum effect ( Watson and Mason 2006 ).”
“Variation problems” and their roles in the topic of fraction division in Chinese mathematics textbook examples (2011, background): “Watson and Mason (2005, 2006) further pointed out that the two important parameters of mathematics structure, the dimensions of possible variation and the associated ranges of permissible change, should be emphasized in example usage.”