ANALYSING LESSON USING VARIATION THEORY AS AN ANALYTIC FRAMEWORK IN GEOMETRY SUBJECT OF GRADE X

Some Asian countries, such as China, Hong Kong, Singapore, Japan, and Korea has their dominance in the TIMSS and PISA for recent periods. It brings out the paradox since some experts of mathematics education identify that teaching learning process in those countries seems to be teacher-centered and conventional. Variation theory, promoted by Ference Marton and colleagues successfully breaks this paradox. It gives framework that the learners must experience variation in the critical feature of a concept, within limited space and time, in order for the concept to be learnable. To exemplify, this paper presents an analysis of Geometry subject of grade X based on variation theory as an analytic framework. Generally, it is used to link the theoretical and practical levels which would help teachers as facilitators in teaching learning process to get an illustration about how to operate this theory. Some steps that can be used to do this analysis are 1) Finding out what students’ ways of seeing, 2) Identifying critical features, 3) Finding the pattern of variations that can be used, and 4) Choosing strategy or approach to bring them out. Keywords: Variation Theory, Analytic Framework, Geometry Grade