Abstract
Applying variation as an effective pedagogical tool can be traced back to a teaching experiment led by Gu in the 1980s in Shanghai, which was reported in the book Learning to Teach (Gu, 1991, see also Gu, 1994). Gu, Huang and Marton (2004) summarized a pedagogical theory of teaching with variation, distinguishing two types or uses of variation: conceptual variation and procedural variation.
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Mason, J. (2017). Introduction. In: Huang, R., Li, Y. (eds) Teaching and Learning Mathematics through Variation. Mathematics Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-782-5_6
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DOI: https://doi.org/10.1007/978-94-6300-782-5_6
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