Using the learning study grounded on the variation theory to improve students’ mathematical understanding (original) (raw)

2009

Abstract

This paper illustrates how teachers make use of a learning theory, the variation theory, as well as their own professional expertise and collaboration in a learning study (cf. Pang & Marton, 2003) to help students improve their mathematical understanding. A learning study involves a group of teachers who undertake theoretically grounded collaborative action research on their own practice. Unlike design experiments, a learning study emphasises teachers’ involvement in and ownership of the innovative practices that echo the spirit of the lesson study. The major focus of a learning study is on the objects of learning, i.e., on what students are expected to learn, rather than on the teaching arrangements. The results of the learning study reported here show that students belonging to the learning study group outperformed their counterparts in the comparison group. It seems that the variation theory is a powerful tool for improving student understanding. Furthermore, by engaging in syste...

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