Learning study guided by variation theory : Exemplified by children learning to halve and double whole numbers
Holmqvist Olander, Mona LU
and Nyberg, Eva
(2014)
In Journal of Research in Childhood Education
28(2).
p.238-260
- Abstract
This study aims to describe how the learning study model can be used to improve lesson design and childrens learning outcomes by enabling them to perceive and define the critical aspects of the object of learning, guided by variation theory. Three lesson designs were used with three groups of children (A = 24, B = 13, C = 14) from two schools. The results of the first design were analyzed before the second lesson was designed and conducted in a new group, and the results of the second were analyzed before the third was designed. The patterns of variation were based on simultaneous discernment of a base amount and half or double that amount. This was made to prevent the children from understanding doubling as just copying the original... (More)
This study aims to describe how the learning study model can be used to improve lesson design and childrens learning outcomes by enabling them to perceive and define the critical aspects of the object of learning, guided by variation theory. Three lesson designs were used with three groups of children (A = 24, B = 13, C = 14) from two schools. The results of the first design were analyzed before the second lesson was designed and conducted in a new group, and the results of the second were analyzed before the third was designed. The patterns of variation were based on simultaneous discernment of a base amount and half or double that amount. This was made to prevent the children from understanding doubling as just copying the original amount without including the original amount in the total sum, giving the double of 4 is 4 instead of 8. The use of varied original amounts made the children separate the concepts double and half from the amount, to conceive them as relative, rather than constant, values. The results show increased learning outcomes in all groups; however, differences between pre- and posttest were significant only for Group B (p =.015).
(Less)
- author
- Holmqvist Olander, Mona
LU
and Nyberg, Eva
- publishing date
- 2014-04-03
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Double and half, Fractions, Learning study, Primary school mathematics, Variation theory
- in
- Journal of Research in Childhood Education
- volume
- 28
- issue
- 2
- pages
- 23 pages
- publisher
- Routledge
- external identifiers
-
- scopus:84897139523
- ISSN
- 0256-8543
- DOI
- 10.1080/02568543.2014.884030
- language
- English
- LU publication?
- no
- additional info
- Funding Information: This project was funded by the Swedish Research Council and University of Gothenburg.
- id
- 1ec16461-cc97-4a55-a741-679b4641db9e
- date added to LUP
- 2023-09-05 14:06:18
- date last changed
- 2023-09-08 13:09:39
@article{1ec16461-cc97-4a55-a741-679b4641db9e,
abstract = {{<p>This study aims to describe how the learning study model can be used to improve lesson design and childrens learning outcomes by enabling them to perceive and define the critical aspects of the object of learning, guided by variation theory. Three lesson designs were used with three groups of children (A = 24, B = 13, C = 14) from two schools. The results of the first design were analyzed before the second lesson was designed and conducted in a new group, and the results of the second were analyzed before the third was designed. The patterns of variation were based on simultaneous discernment of a base amount and half or double that amount. This was made to prevent the children from understanding doubling as just copying the original amount without including the original amount in the total sum, giving the double of 4 is 4 instead of 8. The use of varied original amounts made the children separate the concepts double and half from the amount, to conceive them as relative, rather than constant, values. The results show increased learning outcomes in all groups; however, differences between pre- and posttest were significant only for Group B (p =.015).</p>}},
author = {{Holmqvist Olander, Mona and Nyberg, Eva}},
issn = {{0256-8543}},
keywords = {{Double and half; Fractions; Learning study; Primary school mathematics; Variation theory}},
language = {{eng}},
month = {{04}},
number = {{2}},
pages = {{238--260}},
publisher = {{Routledge}},
series = {{Journal of Research in Childhood Education}},
title = {{Learning study guided by variation theory : Exemplified by children learning to halve and double whole numbers}},
url = {{http://dx.doi.org/10.1080/02568543.2014.884030}},
doi = {{10.1080/02568543.2014.884030}},
volume = {{28}},
year = {{2014}},
}