1 Embedding Threshold Concepts: from theory to pedagogical

In this paper we develop an account of the problems confronting learners by blending insights from threshold concepts and variation theory. In particular, we use both of these ideas to develop a coherent account of the structure of understanding and the implications for learning in the disciplines. On this basis we propose four pedagogic principles and describe three types of activity that seek to operationalise these principles. We report briefly on experience in using these activities in a project ‘embedding threshold concepts in first-year undergraduate economics ’ in four universities in England. We comment on some implications of this experience. Paper presented at the Threshold Concepts within the Discipline