,andIhavetalkedaboutthediscernmentofvalues,thankstocontrasts (Marton ＆ Tsui,2004).,Ibelieve,toillustratethatwhatpeoplelearntodoinonesituationmightenablethemtodosomethingdifferentinanothersituation,thankstodifferences (andsimilarities) theyperceivebetweenorwithinthetwosituations.
InthedescriptionofItard's (1801/1962) approachtoteachingtheWildBoyfromAveyroncolornames,Imentionedanexampleofthemostcommonuseofvariationineducationalcontexts,namelygeneralization (Marton ＆ Tsui,2004). (1963) ,invarianceinthemidstofchangeisacentralthemeofmodernmathematics (Mason ＆ Johnston-Wilder,2004).
Whenlearningtodealwithnovelsituations,peoplehavetolearn—asarule—,—character,pronunciation,,resultinginwhatMartonandTsui (2004) 's (1801/1962) attemptwiththeWildBoyfromAveyrontolinkdifferencesinsenseimpressionstodifferencesinwords,denotingthembysimultaneousvariationinboth.
IntheintroductiontothisarticleIexpressedagreementwithLave's (1988) critiqueofselectingtwosituationsandlookingattherelationshipbetweenthemintheresearcher',ontheonehand, (2004).
PedagogicalAspectsofTransfer
