| 1. |
- Björklund, Camilla, 1977, et al.
(författare)
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Att få grepp om begrepp i matematik
- 2020
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Ingår i: Del 2 i: Språk-, läs-och skrivutveckling – Förskolan Modul: Matematik och språkutveckling. Skolverket.. - Stockholm : Skolverket.
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Annan publikation (populärvet., debatt m.m.)
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| 2. |
- Björklund, Camilla, 1977, et al.
(författare)
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Att undervisa i matematik i förskolan
- 2017
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Ingår i: Förskolan och barns utveckling. - Malmö : Gleerups Utbildning AB. - 9789140694638 ; , s. 171-184
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Björklund, Camilla, et al.
(författare)
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Designing a tool for exploring toddlers’ numerical competencies in preschool
- 2021
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Ingår i: <em>Sustainable mathematics education in a digitalized world</em>. - 9789198402445 ; , s. 1-11
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Konferensbidrag (refereegranskat)abstract
- There is a growing consensus in research that children’s numerical competencies start to develop at a very early age. However, less is known how toddlers (1–3-yearolds) learn about numbers and few tools are developed to make their progress in learning visible and researchable. In this methodological paper, we present the process of designing such a tool to be used in a combined research-development project. The focus of the paper is on the process of designing the tool that is based on theoretical principles, founded in the preschool traditions and attract young children’s attention.
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| 4. |
- Björklund, Camilla, 1977, et al.
(författare)
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Enhancing Swedish Toddlers’ Learning Opportunities Through Interactions with Pictures and Narrative Designed for Numerical Learning Purposes
- 2023
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Ingår i: Early Childhood Education Journal. - : Springer Nature. - 1082-3301 .- 1573-1707.
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to deepen the understanding of how preschool teachers can use representations of diferent kinds to bring fore the mathematical content that may be aforded in pictures and narrative designed for numerical learning purposes. Seventy-three video documentations of reading sessions with 27 toddlers (1–3 years of age) over the course of three semesters were analyzed with a focus on number-oriented actions that, theoretically, would facilitate toddlers’ learning of numbers. In the reading sessions the teachers extended the content of the pictures and the narrative in diferent ways, and how one and the same picture was handled was shown to impact on what was made possible for the children to discern. Three diferent objects of learning—identifying numbers, comparing numbers, and operating on numbers—were made visible. Further, the use of gestures strengthened the possibility for the children to make connections within and between representations. This contributes to our understanding of the importance of using representations and gestures with a pedagogical purpose.
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| 5. |
- Björklund, Camilla, 1977, et al.
(författare)
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Exploring Mixed Roles and Goals in Collaborative Research : The Example of Toddler Mathematics Education
- 2023
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Ingår i: Methodology for Research with Early Childhood Education and Care Professionals. - Cham : Springer. - 2468-8746 .- 2468-8754. - 9783031145834 - 9783031145827 ; , s. 33-43
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Bokkapitel (refereegranskat)abstract
- Abstract This chapter focuses on the methodological possibilities and challenges arising from the mixed roles and aims between researchers and teachers in a research project aimed at developing educational practices with toddlers. The project was conducted in close collaboration between researchers and preschool teachers in Sweden for three semesters using an iterative design of meetings every 2 weeks to evaluate, develop, and plan teaching activities for toddlers. The key questions concerned deepening the knowledge, both theoretically and empirically, of how children develop numerical skills and how this development can be facilitated in early childhood education. Due to the specifc context in which the research and development were undertaken, methodologies previously used in research on early mathematics had to be further developed. During the close collaboration in carrying out the project, unanticipated methodological challenges involving the mixed roles and goals of the collaborators did arise but turned out to enrich the knowledge for all participants. The challenges concerned both the common goal to learn more about early mathematical learning and the diverse approaches with which preschool teachers and researchers entered the project.
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| 6. |
- Björklund, Camilla, 1977, et al.
(författare)
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I mötet mellan lekens frihet och undervisningens målorientering i förskolan.
- 2019
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Ingår i: Forskning om undervisning och lärande. - : Lärarstiftelsen; Lärarförbundets vetenskapliga råd; Lärarförlaget. - 2000-9674 .- 2001-6131. ; 7:1, s. 64-85
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Tidskriftsartikel (refereegranskat)abstract
- Fokus i denna artikel är mötet mellan lekens öppenhet och undervisningens målorientering i förskolan. Studiens syfte var att, med utgångspunkt i 62 videodokumentationer där förskollärare deltar i barns lek, visa hur målorientering kan konstitueras i lek och vad som då sker med leken i förhållande till barnens intentioner. Resultaten visar att målorienterade processer kan integreras i lek utan att lekens intentioner förändras. Resultaten visar också att målorienterade processer kan driva leken framåt när förskollärare möjliggör för barn att utveckla, för leken nödvändiga, kunskaper och färdigheter. Detta kräver att interaktionen mellan förskollärare och barn samtidigt är riktad mot målet för leken och mot hur barnet förstår det för leken nödvändiga innehållet. Kritiskt tycks vara hur lärandemål formas i förhållande till barnens initiativ eftersom dessa har betydelse både för lekens riktning och för vilka lärandemål som blir möjliga eller nödvändiga att behandla.
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| 7. |
- Björklund, Camilla, et al.
(författare)
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Matematisering i lek på vetenskaplig grund
- 2023
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Ingår i: Nordisk Barnehageforskning. - : Nordic Open Access Scholarly Publishing (NOASP). - 1890-9167. ; 20:2, s. 29-50
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Tidskriftsartikel (refereegranskat)abstract
- I den här artikeln riktar vi uppmärksamhet mot uttrycket matematisera, myntat av matematikdidaktikern Hans Freudenthal och ofta använt i beskrivningar av förskolebarns matematiklärande. I artikeln problematiseras Freudenthals matematikdidaktiska ansats med fokus på hur matematisera framträder i undervisning där lek har en central roll. Mer explicit studeras hur form och innehåll i tre lekaktiviteter (94 videoinspelade observationer) tillsammans med barns och förskollärares ageranden möjliggör matematiserande utan att lekens ursprungliga värden förringas utan snarare vidgas eller fördjupas. Resultaten visar att undervisning som möjliggör matematiserande är en didaktisk utmaning där barns agency i lekaktiviteten, deras kunskaper om lekens struktur samt deras tidigare matematikkunskaper framstår som kritiskt. Pedagogiska implikationer är vikten av barns frihet att ta initiativ till att undersöka och använda matematik som är relevant för leken samt hur förskollärarens aktiva deltagande i leken främjar barnens agency.
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| 8. |
- Björklund, Camilla, 1977, et al.
(författare)
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Preschool Teachers’ Ways of Promoting Mathematical Learning in Picture Book Reading
- 2022
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Ingår i: Early Childhood Teachers‘ Professional Competence in Mathematics. - London : Routledge. - 9781032000541 - 9781032000558 - 9781003172529 ; , s. 187-205
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Research has shown ambiguous results regarding the role of the teacher when reading picture books with the intention to offer young children opportunities for learning. In this chapter, we thereby discuss the relation between teacher knowledge and afforded numerical learning opportunities for pre-school children in joint picture book reading. We base our discussion on analyses of video documentations of three pre-school teachers and 13 pre-schoolers reading a picture book. The picture book was specially designed to afford the children to discern numerical concepts. The documented reading sessions are analysed with specific focus on teachers' mathematical knowledge for teaching (MKT), and on how children's learning opportunities are related to the teachers' ways of making connections within and between mathematical notions. Based on the analysis, making such connections seems to depend on the teacher's knowledge of the specific content. Also, teacher flexibility, in the sense of considering children's individual competences and initiatives at the same time as keeping a learning object present, is a feature of interaction that stands out as important when reading picture books with teaching intentions. Teaching in this way constitutes a fusion of the different parts of the MKT that teachers possess.
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| 9. |
- Björklund, Camilla, 1977, et al.
(författare)
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Preschoolers’ reasoning about numbers in picture books
- 2020
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Ingår i: Mathematical Thinking and Learning. - : Informa UK Limited. - 1098-6065 .- 1532-7833. ; 22:3, s. 195-213
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Tidskriftsartikel (refereegranskat)abstract
- In this article we report on a study of children’s attention to numerical content in picture books. Specific research questions are 1) how the content in a designed picture book directs children’s attention to numbers, and 2) what kind of numerical reasoning the book reading entails. To answer these questions, we conducted an educational design research study in two cycles, with a specially designed picture book and two ways of reading: first without any prompting from the reading teacher, and second with teacher-child interaction. Nineteen preschool children (aged 3–5 years) and three teachers participated in video-observed individual reading sessions. The observations of the reading activities were analyzed with focus on the children’s attention to numbers as well as on their numerical reasoning during the book talks. Based on the observations, we suggest that preschool children do direct their attention to aspects of numbers, but that the design of the pictures and the framing of the reading sessions influence which numerical aspects are discerned. Furthermore, teachers’ support in transforming empirical clues into mathematical representations and comparisons seems critical for more advanced reasoning about numbers to occur.
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| 10. |
- Björklund, Camilla, 1977, et al.
(författare)
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Teachers' involvement in children's mathematizing - beyond dichotomization between play and teaching
- 2018
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Ingår i: European Early Childhood Education Research Journal. - : Taylor & Francis. - 1350-293X .- 1752-1807. ; 26:4, s. 469-480
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Tidskriftsartikel (refereegranskat)abstract
- The focus of this article is on mathematics teaching in a play-based and goal-oriented practice, such as preschool, and on how different lines of actions may impact children's learning opportunities. Video recordings of authentic play activities involving children and nine teachers from different preschools were analyzed qualitatively to answer the following research questions: (1) What lines of action do teachers use when they teach mathematics in play? and (2) What implications may different ways of teaching have for children's learning opportunities? The analysis revealed four different categories: confirming direction of interest; providing strategies; situating known concepts; and challenging concept meaning. As these differ regarding both the mathematics content focused on and the kind of knowledge emphasized, they have implications for children's learning opportunities.
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