A critical analysis of how the use of variation theory affects Year 8 mixed-ability students’ development of proportional reasoning
Ruth Ní Mhuircheartaigh
(PGCE Secondary Mathematics, 2023-2024)
email: m98ruth@gmail.com
Abstract
In recent years, variation theory has gained popularity as a mathematics pedagogy which develops conceptual and procedural fluency. Despite a lack of research in the English classroom context and in specific areas of the mathematics curriculum, variation theory is one of the Five Big Ideas underpinning the Teaching for Mastery programme. This action research addresses these gaps by investigating the use of variation theory in teaching proportion in a Year 8 classroom. Adopting an action research approach, lessons were planned and delivered using variation theory; data was collected before and after by interviewing four pupils, and from teacher observation. This research concludes that variation theory supports the formation of a relational and instrumental understanding of proportion, with particularly positive effects for lower-attaining students.
© Ruth Ní Mhuircheartaigh, 2025
The full paper is available for download as a pdf file: 116-143_Ni Mhuircheartaigh