In this article we characterize transient learning challenges as learning challenges that arise out
of teaching situations rather than conflicts with prior knowledge. We propose that these learning
challenges can be identified by paying careful attention to the representations that students
produce. Once a transient learning challenge has been identified, teachers can create interventions
to address it. By illustration, we argue that an appropriate way to design such interventions is to
create variation around the disciplinary-relevant aspects associated with the transient learning
challenge.