Theories that Inform the Use of Variation in Mathematics Pedagogy

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  • A large portion of mathematics education research focuses on elementary and middle year’s content with professional development about how to teach mathematics often focused using specific tasks to teach certain topics. This kind of professional development makes it difficult for teachers to develop research based pedagogy that can be applied to the entire mathematics curriculum. The purpose of this paper is to explore the theories that influence the use of variation pedagogy in the teaching of mathematics. Through the use of intentional and structured variation, teachers can design lessons to enhance their students’ mathematical understanding while also developing their own mathematical content knowledge.

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    Attribution-NonCommercial 4.0 International