The use of systematic variance and invariance has been identified as a critical aspect for the design of mathematics lessons in many countries where different forms of lesson study and learning study are common. However, a focus on specific teaching strategies is less frequent in the literature. In particular, the use of systematic variation to inform teachers' continuous decision-making during class is uncommon. In this chapter, we report on the use of variation theory in the Math Minds Initiative, a project focused on improving mathematics learning at the elementary level. We describe how variation theory is embedded in a teaching approach consisting of four components developed empirically through the longitudinal analysis of more than 5 years of observations of mathematics lessons and students' performance in mathematics. We also discuss the pivotal role of the particular teaching resource used in the initiative. To illustrate, we offer an analysis of our work with a Grade 1 lesson on understanding tens and ones and a Grade 5 lesson on distinguishing partitive and quotitive division.
Although vegetarian nutrition is a complex issue, the multidimensionality and interrelatedness of its effects are rarely explored. This article aims to demonstrate the complexity of vegetarian nutrition by means of the nutrition ecological modeling technique NutriMod. The integrative qualitative cause-effect model, which is based on scientific literature, provides a comprehensive picture of vegetarian nutrition. The nutrition ecological perspective offers a basis for the assessment of the effects of worldwide developments concerning shifts in diets and the effects of vegetarian nutrition on global problems like climate change. Furthermore, new research areas on the complexity of vegetarian nutrition can be identified.
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