Applying variation theory: a challenging case in pre-service teacher education

Abstract

Although research has shown that conducting a learning study – a lesson study using variation theory – can enhance mathematical knowledge for teaching, the specific role of variation theory in this process remains unclear. The aim of this study was to get more insight in the relation between the use of variation theory and the development of participants’ mathematical knowledge for teaching. A team of three pre-service teachers carried out a learning study, as part of a last-year module within mathematics teacher education. Pre-tests, student work and lesson plans were analyzed on how variation theory was applied and how this related to the participants’ mathematical knowledge for teaching. Findings suggest that applying key elements of variation theory contributes to aspects of this knowledge, particularly during the first phase of the learning study. However, implementing variation theory in lesson design remains challenging, indicating a need to strengthen the support provided within the learning study module in pre-service teacher education.