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9781032048475

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In this reader-friendly book, the authors show how research can be applied to solve teachers’ most enduring challenge—creating richer learning opportunities for students. By presenting and interpreting a powerful theory of teaching and learning, along with examples from different school subjects, the authors lay out a coherent and compelling set of principles for planning, implementing, and improving instruction. This is a must read for teachers (and researchers) who want thoughtful, research-grounded, useable suggestions for improving their craft. James Hiebert, Robert J. Barkley Professor Emeritus, University of Delaware, Newark DE, USA. Many competent and dedicated teachers have likely pondered why some students fail to learn despite their meticulous planning and conscientious teaching. This book aims to shed light on this issue and propose ways to move forward. It explains Variation Theory in accessible language and provides numerous practical examples from classroom research across various subject areas. The book serves as a bridge between Variation Theory, Learning Study, and classroom practice. Lo Mun Ling, retired professor from Hong Kong University of Education and the founding president of WALS

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Angelika Kullberg is a Professor in mathematics education at University of Gothenburg. She has 20 years of experience of using the Variation theory of learning and of conducting collaborative research together with teachers. She has been a council member of the World Association of Lesson Studies for many years and is since 2022 vice president. Åke Ingerman is a Professor in science and technology education at the University of Gothenburg. He is committed to research on the relationships between teaching and learning in classrooms, and has employed variation theory and phenomenography in such studies for more than two decades. Ference Marton is a Professor Emeritus at University of Gothenburg and a founding member of the World Association of Lesson Studies. He is an honorary doctor at the University of Edinburgh, University of Helsinki, and The Hong Kong Institute of Education. He is the author of the book Necessary Conditions of Learning published in 2015.

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