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- Kullberg, Angelika, 1969, et al.
(författare)
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Effects of learning addition and subtraction in preschool by making the first ten numbers and their relations visible with finger patterns
- 2020
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Ingår i: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816. ; 103:2, s. 157-172
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we report how 5-year-olds’ arithmetic skills developed through participation in an 8-month-long intervention. The intervention program aimed to enhance the children’s ways of experiencing numbers’ part-part-whole relations as a basis for arithmetic skills and was built on principles from the variation theory of learning. The report is based on an analysis of assessments with 103 children (intervention group n = 65 and control group n = 38) before and after the intervention and a follow-up assessment 1 year after the intervention. Our findings show that the learning outcomes of the intervention group were significantly higher compared to those of the control group after the intervention and that differences between the groups remained even 1 year after the intervention. In particular, the results show that children participating in the intervention group learned to recognize and use part-part-whole relations in novel arithmetic tasks.
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- Kullberg, Angelika, 1969, et al.
(författare)
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Teaching and learning addition and subtraction bridging through ten using a structural approach
- 2022
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Ingår i: Fernández, C., Llinares, S., Gutiérrez, A., & Planas, N. (Eds.) Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 83-90). Alicante, Spain: PME. - Alicante, Spain : PME. - 9788413021768
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Konferensbidrag (refereegranskat)abstract
- An eight-month-long intervention based on the idea of using a structural approach to addition and subtraction, and particularly bridging through ten, was implemented in Swedish Grade 1. A goal was that at the end of Grade 1, students would solve tasks like 15–7= using part-whole relations of numbers. In this paper, we report on learning outcomes from task-based interviews with intervention and control groups before, immediately after and one year after the intervention, to investigate long-term effects and whether students used a structural approach when solving tasks in Grade 2. Results show that students in the intervention group increased their learning outcomes the most and to a larger extent solved tasks in higher number ranges using a structural approach.
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- Ahlskog-Björkman, Eva, et al.
(författare)
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Patterns of awareness - preschool teachers’ integration of art and mathematics
- 2016
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Ingår i: International Journal of Education Through Art. - : Intellect. - 1743-5234 .- 2040-090X. ; 12:2, s. 167-180
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate how preschool teachers reason about art in thematic work where art and mathematics are integrated. Specific research questions were: how do teachers reason about learning goals in thematic work and what meaning do art and aesthetics contribute to children's learning? Data for analysis were collected from a digitally distributed questionnaire that was answered by 27 participants from Finland and Sweden. Participants were selected from preschool teacher networks and from municipalities' official websites of preschool staff. The method for analysis was explorative and inductive, as we condensed meaning from the written answers. A meta-analysis revealed that art and aesthetics appear mainly as a means for children's learning of other knowledge areas or as experiences bearing their own values. In contrast, the analysis also revealed that integration of art and mathematics may contribute to the learning of both knowledge contents, for deeper and conceptual learning.
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| 7. |
- Alkhede, Maria, et al.
(författare)
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Dokumentation för utveckling och lärande av matematik
- 2020
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Ingår i: I I. Pramling Samuelsson & N. Pramling (Red.), Förskollärares egen forskning. Praktiska exempel.. - Lund : Studentlitteratur. - 9789144140599 ; , s. 133-147
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Alkhede, Maria, et al.
(författare)
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Strumpor, symboler och strukturer – algebra i förskolan och i förskoleklassen
- 2017
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Ingår i: Nämnaren. - 0348-2723. ; :1, s. 81-87
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Matematik har sedan revideringen av förskolans läroplan varit ett framträdande innehåll i förskolan. Författarna tar algebra som exempel på hur undervisningen iscensätts i förskolan och förskoleklassen och menar att det är viktigt att först närma sig innehållet och fråga sig vad algebra innebär för yngre barn.
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| 9. |
- Björklund, Camilla, 1977
(författare)
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A variation theory approach to teaching calendar time in Swedish preschool
- 2013
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Ingår i: Literacy Information and Computer Education Journal. - : Infonomics Society. - 2040-2589. ; 4:4, s. 1144-1152
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Tidskriftsartikel (refereegranskat)abstract
- Swedish preschool has implemented a revised curriculum since the year 2011. The revision brings a stronger focus on literacy, mathematics and natural sciences as pedagogical content in early years’ education, giving the preschool teachers an extended responsibility for children’s early education. Yet, the curriculum and tradition in preschool highly values children’s interests and flow of ideas, thematic work and play as part of early childhood education. The consolidation of children’s perspectives, play and goal-oriented learning in pedagogical practices is the main purpose in early childhood education, according to the national guidelines. The Swedish preschool teacher is thus standing before great pedagogical challenges where their pedagogical content knowledge is put to the test. This issue has been addressed in a developmental empirical project which results are presented in this paper. The purpose is to analyze a designed teaching act in Swedish preschool, to discuss the possibilities for challenging children’s conception of calendar time through the pedagogical frames of Variation theory of learning. The discussion extends our knowledge of this particular content in early childhood education and highlights the opportunities to stimulate learning, through a theoretical analysis of both the children’s conceptual knowledge and their response to the teaching act related to this content.
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| 10. |
- Björklund, Camilla, 1977, et al.
(författare)
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Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art
- 2017
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 25:2, s. 98-111
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports evidence from a survey of early childhood teachers’ work with mathematics and art integrated in thematic work. In this study, we aim to explore how teachers perceive mathematics learning and teaching integrated with art. Data for analysis were collected from a questionnaire answered by 27 early childhood teachers from Finland and Sweden. Influenced by a sociocultural theoretical framework, the analysis concerns the teachers’ expressed goals for learning and their strategies for achieving these goals. The analysis reveals qualitatively different approaches to the learning goals addressed by the teachers – process-oriented, product-oriented, development-oriented and providing awareness – which, respectively, seem to generate different meanings of mathematical learning integrated with art. This study offers an overview of teachers’ approaches to teaching mathematics and art in thematic work, and of how different approaches may influence what mathematical meaning is offered to children to explore.
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