On Some Necessary Conditions of Learning

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Sameness and Difference in Transfer (2006, background): “(2004), Marton and Tsui (2004), and Marton and Pang (2006).”
Students' Mathematical Noticing. (2013, background): “…interventions using attentional treatments, contrasting cases, and systematic variation are related to gains in learning outcomes and are attributed to productive noticing by learners (Chik & Marton, 2010; Marton & Pang, 2006; McCandliss, Beck, Sandak, & Perfetti, 2003; Schwartz & Bransford, 1998).”
Meanings are acquired from experiencing differences against a background of sameness, rather than from experiencing sameness against a background of difference: Putting a conjecture to the test by embedding it in a pedagogical tool (2013, background): “When the same object of learning is dealt with in a Learning Study and in a Lesson Study by groups of equally well-qualified teachers, the quality of learning turns out to be strikingly higher in the former (Marton & Pang, 2006, 2008; Pang, 2010; Pang & Marton, 2003, 2005, 2007).”
Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared (2012, methodology): “The emergence of the learning study model as a lesson study variant (cf. Marton 2001) has helped to fill this gap as it emphasizes the use of variation theory (e.g. Marton and Booth 1997; Marton and Morris 2002; Marton and Tsui 2004; Marton and Pang 2006) as an explicit theoretical basis.”