Measuring The Development Of Students' Consideration Of Variation

Abstract

Research investigating how students begin to consider and reason about variation will help educators identify stages of this development. This can provide direction for learning activities to help students develop a strong consideration of variation that can be applied in a variety of contexts. In the present study, tertiary student responses to a class test and an assignment question are analysed, resulting in a description of levels of consideration of variation relevant to these tasks. This and other hierarchies previously developed are used to formulate a Consideration of Variation Hierarchy applicable to a variety of tasks. Implications for research and teaching are discussed.