| 1. |
- Christiansen, Iben, et al.
(författare)
-
Crosscurrents of Swedish Mathematics Teacher Education
- 2021
-
Ingår i: International Perspectives on Mathematics Teacher Education. - Charlotte, North Carolina : Information Age Publishin (IAP).
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Mathematics teacher education includes the mathematics content teachers need to understand, the ways that pedagogical approaches are developed, the messages about the nature of mathematics teaching and learning, and the interface between tertiary preparation and school contexts. Scholars from Sweden, France, Malawi, Singapore, New Zealand, Brazil, the USA, and Canada provide insights for the mathematics education community’s understanding of how teacher educators in different countries structure, develop, and implement their respective mathematics teacher education programs. Several themes emerged across the chapters, including: varied approaches to developing culturally responsive pedagogies and/or Indigenous perspectives to ensure equity for all students; issues and challenges in fostering partnerships and collaborations among various stakeholders, with partnerships involving connections with mathematics classroom teachers, school districts, and/or mathematicians or mathematics departments; strategies for developing mathematics knowledge for teaching, providing insights into messages about what it means to learn mathematics in terms of content and pedagogy; and preparing teachers who have flexibility and resourcefulness. This book will be of interest to those responsible for higher education, including teacher educators, researchers in mathematics teacher education, instructors of graduate courses preparing future teacher educators, as well as policy makers.
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| 2. |
- Christiansen, Iben Maj, 1964-, et al.
(författare)
-
The crosscurrents of Swedish mathematics teacher education
- 2021
-
Ingår i: International perspectives on mathematics teacher education. - Waxhaw, NC, USA : Information Age Publishing. - 9781648026317 - 9781648026294 - 9781648026300 ; , s. 9-48
-
Bokkapitel (refereegranskat)abstract
- As with any programs in teacher education, Swedish mathematics teacher education is influenced by changing political winds, developments in Information and Communication Technology (ICT), culture, history, PISA results, research-based program designs, and a fair amount of passion. Content and outcomes are nationally determined and include the requirement of a strong research foundation, but this is often not how practcing techers work, which exerts its own pull on teacher education. The specific implementations of programs take different forms at the universities that offer mathematics teacher education. In order to provide a comprehensive yet meaningful ntroduction to both the current system and current practices, we describe the overall organization of Swedish mathematics teacher education, and then offer short cases of implemented programs. To ensure inclusivity, the various parts are written by mathematics educators from the respective institutions. In this way, both variation across mathematicas teacher education for diffrent grade levels and variation across different institutions working with the same national directives can be distinguished. Issues such as the academization of teacher education are problematized, as are other forces that constitute the crosscurrents in Swedish mathematics teacher education.
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| 3. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
-
Pupils creating digital animations in the early years of schooling
- 2023
-
Ingår i: Designing Futures the 11th international conference on multimodality. - : UCL. ; , s. 76-77
-
Konferensbidrag (refereegranskat)abstract
- The use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and the early years of schooling. Thus, an important question is what potential digital tools and digital resources has - when integrated in educational practices - to increase pupils’ meaning making. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible’ when pupils (6–8 years) are part of teaching and learning practices involving digital tools, in this case when jointly creating multimodal digital animations to communicate ideas and tell stories in the subjects Mathematics, Science, and Swedish.The theoretical base is Designs for Learning (DfL) (Björklund Boistrup & Selander 2022), where teaching and learning are seen as a form of multimodal design. According to that perspective, the teacher designs learning activities, giving the pupils access to different resources to enable meaning making, while the pupils’ meaning making process is seen as a kind of re-design, based on, e.g., available resources, interests and previous experiences. In our analysis, we utilize the Learning Design Sequence (LDS) model, developed within DfL. To enable fine-tuned detailed analysis of pupils’ multimodal interaction, classroom activities with pupils working in pairs were video-recorded. Moreover, the pupils’ multimodal texts (writing, drawings, digital animations, etc.) were collected. The analysis revealed, e.g., that the different material resources provided in the teachers’ design for learning (e.g., paper, pencils, crayons, or digital tools) to a great extent steered what happened and became possible for the pupils in terms of negotiating, contributing, making suggestions, and making conscious choices of signs to use in their multimodal texts (both paper-based and digital).
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| 4. |
- Ebbelind, Andreas, Dr, 1975-
(författare)
-
A functional view on language : a methodology for mathematics education to study shifts in prospective teachers’ discursive patterns
- 2023
-
Ingår i: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis Group. - 0020-739X .- 1464-5211. ; 54:8, s. 1731-1745
-
Tidskriftsartikel (refereegranskat)abstract
- This paper set out to contribute to mathematics education research by elaborating on a methodology developed during a study, trying to understand, view and follow shifts in prospective teachers' discursive patterns. The methodology aims to illustrate and describe how prospective teachers adapt to the context of teaching through a flexible process. This flexible process is then described in the result as a narrative. It is argued that the methodology can be used in relation to different theoretical directions, such as research about beliefs, knowledge, or identity. Another contribution is that the methodology presented gives insights into bridging the gap between different analytical levels, micro and macro. With a theoretical foundation in ‘Cultural Worlds’ [Holland, D., Skinner, D., Lachicotte, W., & Cain, C. (1998). Identity and agency in cultural worlds. Harvard University Press.] the Social Semiotic approach of Systemic Functional Linguistics, SFL [Halliday, M., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective (2nd ed.). Oxford University Press] is used as a methodological tool. SFL offers a toolkit that allows the analysis of meaning at the clause level to uncover how and why a speaker produces a particular wording rather than any other in a specific social practice. The paper aims to illustrate and describe how to go beyond findings in the micro-analysis and then present the result as a narrative case.
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| 5. |
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| 6. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
Becoming a mathematics teacher (BeMT) : The role of teacher education
- 2022
-
Ingår i: Conference on teachers’professional identitiesLinnaeus University. - : Institutionen för matematik, Linnéuniversitetet. ; , s. 12-13
-
Konferensbidrag (refereegranskat)abstract
- We met at CERME 11 in Utrecht in February 2019. Two early career researchers from different countries, different settings, and different theoretical perspectives. Andreas, a primary mathematics teacher educator from Sweden, was researching the process of becoming a mathematics teacher, whilst Tracy, a secondary mathematics teacher educator from the UK, was researching her own process of becoming a mathematics teacher educator. Although there were obvious differences in our backgrounds as well as our research foci and approaches, when we spoke we were struck more by similarities and resonances than differences. We found that we shared common research interests and were both motivated by the lack of research concerning the practices of mathematics teacher educators in relation to the development of mathematics teachers. Since then, we have been collaborating as researchers and this conference provides us with an opportunity to share our joint research story thus far, including empirical studies that relate to both prospective teachers of mathematics and mathematics teacher educators and the relationship between the two. In doing so we will present the core methodological and ethical challenges that we have encountered and how we have handled these, including the development of a methodology for studying the language-in-use of mathematics teacher educators through combining our different theoretical perspectives (Helliwell & Ebbelind, submitted). In September 2021, we presented findings from an initial phase of our research together where we examined the interpersonal aspects of the language used by one mathematics teacher educator in Sweden (Ebbelind & Helliwell, 2021). We arrived at several important questions about how participating in an initial teacher education situation may contribute to the development of prospective mathematics teachers. In a related study (Ebbelind & Helliwell, 2022a), we applied a further layer of analysis, this time from the perspective of a group of prospective mathematics teachers participating in the same teacher education situation. In doing so, we became aware of the conflicting stories being told (and lived) concerning the effective teaching and learning of mathematics. Findings from these two initial studies inspired us to explore further the different perceptions of mathematics teaching and learning of those people destined to become our future teachers of mathematics. Subsequently, we have begun addressing the issue of mathematics teacher learning and development from an ethical perspective (Ebbelind & Helliwell, 2022b) whilst exploring innovative ways of conducting and communicating research that encourages members of the mathematics teacher education community (ourselves included) to critically reflect on their practices and the design of their teacher education programmes. We have been drawn to using arts-based approaches to research as a way to say more about the process of becoming mathematics teachers than formal analytical methods can do alone (Ebbelind & Helliwell, 2022b). Ultimately, we aim to explore the role of mathematics teacher education in the formation and development of mathematics teachers’ professional identities, with a specific focus on the relationship with mathematics teacher educators’ practices.
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| 7. |
- Ebbelind, Andreas, 1975-
(författare)
-
Becoming recognised as mathematically proficient : The role of a primary school teacher education programme
- 2020
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study focuses on upper primary prospective teachers in their first years of a teacher education programme in Sweden, in particular, a 20-week mathematics education course. It aims to contribute with insight into how, or even if, experience from a teacher education programme and other relevant past and present social practices and figured worlds plays a role in prospective generalist teachers’ imaginings of themselves as primary mathematics teachers-to-be and potentially shapes their identity. The theoretical perspective, Patterns of Participation, guides the logic and the research process and is used to interpret the construct of professional identity development. Ethnographic methods were crucial during the research process, which starts by taking a wide perspective on relevant social practices and then focuses exclusively on the everyday lives of prospective teachers.This study adds to the understanding of how the similarities in the discursive patterns of two prospective teachers, Evie and Lisa, frame their processes as teachers-to-be by staying committed to their prior positive experiences of mathematics. The figured world of performative mathematics is a significant aspect of Evie’s and Lisa’s experience, which involves being recognised for mathematical ability. Evie’s identity development is framed in relation to how her degree of certainty changes during her teacher education experience. She became recognised as someone who helps others in mathematics and found a way of performing this role during the teacher education programme. Lisa’s identity development is framed in relation to her commitment to the figured world of performative mathematics. She became recognised as a winner of competitions and for quickly completing the textbook exercises – experiences that proved formative during her teacher education programme.In this study, I conclude that the teacher education programme has an impact regarding prospective teachers’ professional development, but perhaps not in the way teacher educators expect or want. Thus, the teacher educators’ intention for the education programme differs from the result. An important aspect is that prospective teachers are not challenged first and foremost by encountering the theoretical perspectives involved in teaching mathematics. Instead, their prior experience is confirmed when used as a key source in determining what teaching mathematics means in terms of identity.
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| 8. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
Bedömning i förskolan
- 2023
-
Ingår i: Den utbildningsvetenskapliga kärnan för förskolan. - : Natur och kultur. - 9789127464872 ; , s. 316-333
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Ebbelind, Andreas, 1975-
(författare)
-
Disentangle a Student Teacher's Participation during Teacher Education
- 2013
-
Ingår i: Eighth Congress of European Research in Mathematics Education (CERME). - : European Society for Research in Mathematics Education.
-
Konferensbidrag (refereegranskat)abstract
- The effect of teacher education is of international interest, at the same time expectations on newly educated teachers increase. Deep understanding of what it means to become a primary school mathematics teacher is necessary and this constitutes the focus in the research project. The aim of this paper is to illustrate how two conceptual frameworks, System Functional Linguistics and Patterns of Participation, have been used in the study. The first has been used as a methodological tool and the second as an analytical tool. The use of these will be illustrated by the case of Lisa, a student teacher. The results show that System Functional Linguistics successfully disentangles the heritage of Lisa’s past and present practices, and facilitates interpretations through Patterns of Participation.
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| 10. |
- Ebbelind, Andreas, et al.
(författare)
-
Enacting Multiple Positions In Becoming A Mathematics Teacher Educator
- 2024
-
Ingår i: Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education, PME. ; , s. 192-199
-
Konferensbidrag (refereegranskat)abstract
- This paper initiates a longitudinal study that explores the growth and development of mathematics teacher educators (MTEs), particularly those transitioning from mathematics teacher to university-based MTE. While existing research often employsself-based methodologies, this study adopts positioning theory as an alternativeapproach, examining Mikaela, a lower primary school teacher transitioning to auniversity-based MTE in Sweden. The paper contributes to the broader understanding of growth and development, offering insights into the challenges and strategies involved in transitioning from mathematics teacher to a MTE. The study marks the beginning of a more extensive exploration of this transition process, emphasising the need for a nuanced conceptualisations of MTE learning and expertise.
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| 11. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
Examining interpersonal aspects of a mathematics teacher education lecture
- 2024
-
Ingår i: LUMAT. - : University of Helsinki. - 2323-7112. ; 12:1, s. 113-125
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research.
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| 12. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
Experience a sense of being, becoming and belonging to an educational design project as professional development.
- 2023
-
Ingår i: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).. - : ERME.
-
Konferensbidrag (refereegranskat)abstract
- Research on professional development generally focuses on teacher change as the core of professional development. However, there remains an undocumented variability in how teachers change that identity studies try to document. This paper focuses explicitly on two teachers’, Diana and Nicolina, participation in an educational design research project and how the project might or might not support change when viewed from the teacher’s perspective. Through the lens of identity and ethics, we look at how teachers express a sense of being, becoming and belonging concerning their professional development. Participation in the project gives Diana a safe space of being the teacher she wants. But for Nicolina, the project is a way of becoming, providing other options for her future career. Both teachers feel a need, imagine a different way of being, and believe it is possible through their participation, and by that, the project supports change if they decide to change.
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| 13. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
Förskoleklasselever ritar sin matematikundervisning : utfallet av problemlösningslektioner
- 2024
-
Ingår i: Nämnaren. - : Göteborgs universitet. - 0348-2723. ; :2
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Författarna har i snart tio år tillsammans med lärare i förskoleklass studerat hur en kreativ, reflekterande och problemlösande matematikundervisning skulle kunna utformas. I denna text diskuteras hur en sådan undervisning påverkar elevernas syn på hur matematikundervisning går till.
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| 14. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
Förskoleklasselever utforskar kombinatorik genom digitala animeringar
- 2023
-
Ingår i: Utbildning och Lärande / Education and Learning. - : Högskolan Dalarna. - 2001-4554. ; 17:4
-
Tidskriftsartikel (refereegranskat)abstract
- The focus of this article is on digital tools as part of mathematics education with six-year-olds. More explicitly, we study how the creation of digital animations, as a part of working on a problem-solving task, enables young students’ learning of combinatorics. In the article, the creation of digital animations implies that the students re-design, that is, recreate their solution procedure with a digital application. The aim with letting the young students create digital animations is diverse. We presume that such work enables problem solving as well as the learning of combinatorics, but also that it has potential to enable creativity and agency in learning. Video-documentations from three classrooms where students work on the problem-solving task were analysed from a multimodal perspective where teaching is seen as a design process. In that process, the teacher designs learning activities that give students access to different resources for their meaning making process. The results show that working with digital animations, when integrated in a learning design sequence, amplify students’ learning of combinatorics.
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| 15. |
|
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| 16. |
- Ebbelind, Andreas, et al.
(författare)
-
How does children's participation in a problem-solving project affect their view on what it means to be taught and learn mathematics?
- 2023
-
Konferensbidrag (refereegranskat)abstract
- The mathematics teaching young children encounter affects not only the mathematics they are given the opportunity to learn but also their view of what mathematics is, how mathematics is taught and how they view their ability to learn mathematics. In this paper, an Educational Design Research study on problem solving and problem posing with Swedish six-year-olds will serve as an example when we elaborate on how children’s participation in education may affect their views of what it means to be taught and to learn mathematics. We do so by comparing drawings, of mathematics classrooms made of children from eight classes of which four participated in the study. The results indicate a reform-oriented and more diverse view of content and form in the drawings of the children participating in the intervention.
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| 17. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
How is students’ participation in a problem-solving project reflected in their drawings of a mathematics classroom?
- 2024
-
Tidskriftsartikel (refereegranskat)abstract
- The mathematics teaching young students encounter not only affects the mathematics they are given the opportunity to learn but also their view of what mathematics is, how mathematics is taught and how they view their ability to learn mathematics. In this paper, an Educational Design Research study on problem solving and problem posing with Swedish six-year-olds will serve as an example. We elaborate on how students’ participation in education may affect their views of what it means to be taught and to learn mathematics. We do so by comparing drawings of mathematics classrooms made by students from eight classes, of which four attended the project. The results indicate a reform-oriented and more diverse view of content and form reflected in the drawings by the students participating in the intervention.
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| 18. |
- Ebbelind, Andreas, et al.
(författare)
-
Learning fractions : transformations between representations from a social semiotic perspective of multimodality
- 2012
-
Ingår i: Proceedings of Norma 11. - Reykjavík : University of Iceland Press. - 9789979549659 ; , s. 217-226
-
Konferensbidrag (refereegranskat)abstract
- This study presents a tentative framework for studying the learning of fractions in the context of transformations between different forms of representations. The framework is used in an empirical sample of how eight 10-year-old students express understanding of activities which were developed to challenge them to reflect on different ways of representing aspects of the concept of fractions. The framework is based on a social semiotic perspective of multimodality.The analysis discloses how the framework helps in structuring our understanding of the interplay between representations in the learning of fractions. Specifically, we saw how concrete physical material and gestures complemented the symbolic and spoken language in the students’ solution strategies of different tasks.
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| 19. |
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| 20. |
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| 21. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
Matematik i förskolan/förskoleklass med musik som metod
- 2022
-
Ingår i: Presenterad på Matematikbiennalen, torsdag 31 mars 2022.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- På denna workshop kommer vi tillsammans utforska matematik, musik och relationen dem emellan. Utgångspunkten är ämnesintegrerad undervisning där lärande genom matematiska aktiviteter riktat till förskola och förskoleklass fokuseras. Efter en kort introduktion kommer deltagarna själva få delta i en rad olika aktiviteter. Dessa aktiviteter kan utmana och utveckla yngre barns förståelse för matematik och matematiska sammanhang med hjälp av musik som metod. Det matematiska ämnesinnehållet behandlar begreppsbildning, taluppfattning och rumsuppfattning.
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| 22. |
- Ebbelind, Andreas, Dr, 1975-
(författare)
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Musikmatematik och barn
- 2022
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Ingår i: Nämnaren. - : Göteborgs universitet. - 0348-2723. ; :4
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- För 20 år sedan påbörjade författaren tillsammans med en kollega ett samarbete som fokuserade innehåll från kursplanerna för både matematik och musik. Lektionssekvenser som har arbetats fram under åren utvecklas nu till att även omfatta programmering i förskolans och skolans värld.
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| 23. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
Six-year-olds create digital animations to reinforce mathematical problem solving
- 2022
-
Ingår i: Book of Abstracts ‘Cultures of play: Actors, Affordances and Arenas’ Glasgow, Scotland 23<sup>rd</sup> – 26<sup>th</sup> August 2022.
-
Konferensbidrag (refereegranskat)abstract
- The aim is to investigate how digital play with animations may contribute to children’s (six-year-olds) learning of combinatorics, in this case how three toy bears can be arranged in a row on a sofa (i.e. permutations for n = 3). English (2005) showed that a well-organised and meaningful context facilitates young children’s possibilities to explore combinatorial situations. This study builds on Palmér & van Bommel (2020) who investigated the role of and connection between systematization, representation and digital artefacts in children’s work with combinatorial tasks. Their study showed that the use of digital artefacts may enhance children’s understanding of combinatorial problems. This study builds on designs for learning (Kress & Selander 2010), including multimodal theories. A central model is the Learning Design Sequence (LDS) model. The study is qualitative in nature, combining the LDS model with multimodal analysis. Activities, in three different classrooms, where the children worked in pairs with the combinatoric task with paper/pens and with creating digital animations were video documented. Video-documentations (150 minutes) from three pairs of children were analysed qualitatively according to the LDS model focusing on the children’s understanding of the mathematical content. The study conforms to the ethical regulations for research in Sweden. All participating teachers, children, and guardians approved their participation. Creating digital animations enhanced the children’s understanding of combinatorics. The digital animations were more systematic with more permutations than the paper and pencil documentation. The study contributes with implications for how digital play with animations can be integrated in early mathematics education.
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| 24. |
- Ebbelind, Andreas, 1975-, et al.
(författare)
-
Systemic functional linguistics as a methodological tool in mathematics education research
- 2015
-
Ingår i: Nordisk matematikkdidaktikk. - : Nationellt centrum för matematikutbildning (NCM). - 1104-2176. ; 20:1, s. 33-54
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to illustrate how Systemic functional linguistics (SFL) can be used as methodological tool for analysing the meaning of texts from two different studies. An analysis using SFL provides insights into how different concepts of mathe- matical literacy operate in the text. SFL considers language to be a resource used for expressing meaning in specific contexts that accomplishes specific communication purposes. Therefore, SFL contains opportunities for highlighting different aspects of mathematics education which are of interest to researchers. In Sweden, the SFL approach has been used in other research areas but references to it in mathematics education research have been limited.
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| 25. |
- Ebbelind, Andreas, 1975-
(författare)
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Systemic functional Linguistics as methodological tool when researching Patterns of Participation
- 2015
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Ingår i: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. - : European Society for Research in Mathematics Education. ; , s. 3185-3191
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Konferensbidrag (refereegranskat)abstract
- This study highlights the role, if any, that teacher education programmes and experiences from other practices play in influencing generalist student teachers’ tales of themselves as emergent primary mathematics teachers. The conceptual framework Patterns of Participation, PoP, is used when theorising and interpreting student teachers’ becoming, and analysing the processual and dynamic character of immediate social interaction related to practice on a macro level. Therefore this paper evaluates whether Systemic Functional Linguistics, SFL, can be a methodological tool used on the micro level. This paper shows that SFL structures the data in a way that makes interpretations through PoP possible.
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| 26. |
- Ebbelind, Andreas, 1975-, et al.
(författare)
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Tal och mönster
- 2019
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Annan publikation (populärvet., debatt m.m.)
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| 27. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
-
The lack of discursive opportunities when becoming a mathematics teacher
- 2024
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper, we attempt to open a discussion about mathematics teacher education settings constraining prospective teachers’ discursive opportunities, a phenomenon noted in our respective doctoral dissertations. These two doctoral dissertations represent two different types of prospective teachers from three countries. Prospective primary school teachers who had positive experiences and interest in mathematics on the one hand, and prospective teachers who struggled with mathematics and were insecure about their future mathematics teaching on the other. In the discussion, we speculate about the implications of discursive opportunities for prospective teachers' process of becoming a mathematics teacher and highlight the need to place effort to offer sufficient discursive opportunities to prospective teachers.
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| 28. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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The role of dissonance in mathematics teacher education
- 2023
-
Ingår i: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). - : ERME.
-
Konferensbidrag (refereegranskat)abstract
- In this paper, we explore issues relating to how certain social phenomena, such as the experiences of teachers, can be researched. In doing so, we consider questions about the status of research texts, how they are created, and what purposes they serve through examining the relationships between the researcher, the reader and the text. We argue for the legitimacy of fictionalising educational experiences and having done so present a fictionalised dialogue between two prospective mathematics teachers from Sweden who independently decide to leave their teacher education programmes. We use the notion of dissonance to provide a potential theory for the decisions made by the two prospective teachers and discuss implications of this theory for the design of mathematics teacher education programmes.
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| 29. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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This is not how it should end : The role of mathematics teacher education in preparing teachers for sustainable careers
- 2024
-
Ingår i: LUMAT. - : University of Helsinki. - 2323-7112. ; 9:2
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper, we reflect on the role of teacher education in preparing prospective teachers of mathematics for sustainable and rewarding careers as teachers. The basis of this reflection is the case of Alva, a teacher who, after a promising start, decided to leave the profession. Through a process of analysing Alva’s final interview before leaving teaching, we identify a set of interpretive repertoires relating to the notion of dissonance. These interpretive repertoires reveal several sources of tension for Alva some of which relate directly to the ‘ideal mathematics classroom’ promoted during Alva’s teacher education. By asking the question, what could have been different for Alva? We consider the potential implications for mathematics teacher education and for us as mathematics teacher educators.
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| 30. |
- Ebbelind, Andreas, 1975-
(författare)
-
Understanding student teachers’ professional development by looking beyond mathematics teacher education.
- 2019
-
Ingår i: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.. - Utrecht : European Society for Research in Mathematics Education.
-
Konferensbidrag (refereegranskat)abstract
- The empirical material in this paper is from a multiple case study exploring the role, if any, that social practices related to teacher education and beyond teacher education play in primary student teachers’ tales of themselves as teachers-to-be. The case of Lisa is used as an example to illustrates how different past and present social practices influence how she talks about competitive teaching during different phases of her teacher education. Of particular influence is her past school-related experiences as they in turn influence how she interprets other social practices. Thus, the case of Lisa illustrates the importance of widening our research interest beyond teacher education if we want to understand the process of becoming mathematics teachers.
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| 31. |
- Ebbelind, Andreas, 1975-
(författare)
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We think so, me and my mother : Considering external participation inside teacher education
- 2015
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Ingår i: Views and Beliefs in Mathematics Education. - Wiesbaden : Springer. - 9783658096137 - 9783658096144 ; , s. 109-120
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Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to show how external influences need be considered when discussing the formation of a primary school mathematics teacher. The external participation will be illustrated by the case of Evie, a student teacher. Two conceptual frameworks have been used, System Functional Linguistics and Patterns of Participation. The first has been used as a methodological tool and the second as an analytical tool. The results show that Evie’s external prior and present participation might have an impact on her process of becoming a primary school mathematics teacher inside teacher education.
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| 32. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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What you teach is what you get? : Exploring the experiences of prospective mathematics teachers during a teacher education programme
- 2022
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Ingår i: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education. - Bolzano : HAL Science Ouverte.
-
Konferensbidrag (refereegranskat)abstract
- The role of the teacher education programme in preparing mathematics teachers to teach mathematics is an under-researched area within mathematics education. In this paper, we analyse four components of empirical material, each captured from a teacher education programme based in Sweden. Using a methodological approach informed by enactivism and Systemic Functional Linguistics, we build on previous analysis of the language-in-use of one mathematics teacher educator to situate a further layer of analysis, this time, from the perspective of a prospective mathematics teacher. Our findings suggest the prospective teacher in this study, who had positive experiences of mathematics at school, learns to align linguistically with the mathematics teacher educator’s contrasting views of mathematics teaching and learning, and in doing so, creates herself a safe space.
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| 33. |
- Fauskanger, Janne, et al.
(författare)
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International perspectives on mathematics teacher education and professional development : Current and emerging research
- 2022
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Ingår i: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). - Bolzano : ERME.
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Konferensbidrag (refereegranskat)abstract
- In this paper, we review all of the contributions to TWG18, focusing on the range of research interests, theoretical perspectives and frameworks, and methodological approaches. From this review, the research presentations, and discussions, the following future directions have emerged in relation to teacher education (TE): 1) Establishing and exploring research informed international design principles; 2) summarising relevant theoretical directions; 3) exploring teacher change from an ethical perspective; and 4) scaling up innovative approaches within TE. In relation to professional development (PD), the following future directions have emerged: 1) Exploring the different roles of participants in PD; 2) exploring what makes change difficult and how professional growth best can be supported; and 3) understanding how we can best build on previous research, and each other, in order to develop the field of mathematics PD research.
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| 34. |
- Friesen, Marita, et al.
(författare)
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An introduction to TWG18: Building bridges between different perspectives : Emerging themes from international research into mathematics teacher education and professional development
- 2023
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Ingår i: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).. - : ERME.
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Konferensbidrag (refereegranskat)abstract
- In this paper, we report of the major themes that emerged from the presentations and discussions of the paper and poster contributions in TWG18a+b. We identified the following overarching themes as key to the research and conference conversations in the field of pre-service mathematics teacher education and the professional development of in-service mathematics teachers and asked in particular: How can we (1) generalise from research whilst maintaining complexity? (2) best reflect our roles as mathematics teacher educators and researchers? (3) research the relationship between teacher education, professional development and classroom practice? (4) productively cross boundaries in our research? (5) better reflect the role of context? (6) make sure that our research makes mathematics sufficiently visible? Finally, we discuss how we can build on one another’s work to further develop the field and suggest possible future developments and research directions.
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| 35. |
- Helliwell, Tracy, et al.
(författare)
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Combining enactivism and systemic functional linguistics : a methodology for examining (mathematics teacher educator) language
- 2024
-
Ingår i: Journal of Mathematics Teacher Education. - : Springer Nature. - 1386-4416 .- 1573-1820.
-
Tidskriftsartikel (refereegranskat)abstract
- As mathematics teacher educators (MTEs), we are motivated by the lack of research concerning the language that MTEs use in initial teacher education settings. In this paper, we turn our attention towards developing a methodological approach to studying the language-in-use during teacher education situations, with a specific focus on the language of the MTE in the form of a monologue. The methodological approach that we present draws upon two theoretical perspectives, specifically, the situated cognition theory of enactivism and the social semiotic perspective of systemic functional linguistics (SFL). To develop this methodology, we explore both of these theoretical perspectives, focussing on their respective conceptualisations of language, from which we derive a set of methodological principles and practices. A significant feature of the methodology presented in this paper, is that it takes into account the researchers’ relationships with the subject of research. Thus we propose this methodology as being of particular significance to practitioner–researchers studying the language of other practitioners within the same field (e.g. MTEs studying the language of other MTEs), as well as to the study of one’s own use of language in mathematics education settings. From our methodological perspective we explore the meaning of quality research, proposing relevant criteria. We exemplify the methodological principles and practices by analysing a transcript of a mathematics teacher education lecture for prospective primary teachers in Sweden.
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| 36. |
- Kjällander, Susanne, et al.
(författare)
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”Förskolan behöver en digitaliseringsstrategi”
- 2023
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Ingår i: Svenska Dagbladet. - 2001-3868. ; :2023-06-18
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Vi förskoleforskare som särskilt fokuserar på digitalisering reagerar starkt på den bild av digitalisering i förskolan som dominerar i media. Det skriver flera debattörer.
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| 37. |
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| 38. |
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| 39. |
- Palmér, Hanna, et al.
(författare)
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How about teaching young children mathematics through challenging problem solving? : Symposium
- 2015
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Konferensbidrag (refereegranskat)abstract
- A considerable amount of research shows that it is both possible and plausible to teach young children mathematics. However, there is less agreement regarding the content and the framing of such teaching. In this symposium we will present and discuss possibilities with teaching young children mathematics through challenging problem solving. Based on empirical studies of children 3-6 years old we will imply that it is both possible and plausible to teach young children mathematics through challenging problem solving. This since the children in the presented studies both learn a lot of mathematics and enjoy the activities they are involved in.
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| 40. |
- Palmér, Hanna, et al.
(författare)
-
Lärares deltagande i praktiknära forskning
- 2023
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Med utgångspunkt i det praktiknära forskningsprojektet Problemlösning i Förskoleklass, fokuserar vi i den här presentationen på hur lärarnas olika deltagande i en intervention samverkar med forsknings-kvalitet. Studien genomförs enligt modell för designforskning med målet att utveckla både teori och praktik avseende lärande och undervisning i matematik. Genom de snart tio år som studien har pågått har de medverkande förskoleklasslärarnas deltagande i interventionen varierat, från passiva observatörer och därmed konsumenter av forskning till att ha ansvar för såväl genomförande av undervisning som datainsamling och därmed producenter av forskning. Dessa olika samarbeten har resulterat i data där frågan om autenticitet är aktuell i förhållande till om intern eller extern validitet är utgångspunkten. Dessa olika autenticitet diskuteras på presentationen i relation till forskningskvalitet.
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| 41. |
- Palmér, Hanna, 1974-, et al.
(författare)
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Lösa och formulera problemuppgifter i matematik
- 2024
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Ingår i: Att undervisa barn i skolstartsåldern. - Malmö : Gleerups Utbildning AB. - 9789151110714 ; , s. 61-81
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 42. |
- Palmér, Hanna, et al.
(författare)
-
Lösa och formulera problemuppgifter i matematik
- 2023
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Ingår i: Att undervisa barn i skolstartsålder. - : Gleerups Utbildning AB. - 9789151110714 ; , s. 52-65
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 43. |
- Palmér, Hanna, 1974-, et al.
(författare)
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Matematiklärande
- 2012
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Ingår i: Förskoleklassens Didaktik. - Stockholm : Natur och kultur. - 9789127132429 ; , s. 134-184
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Bokkapitel (populärvet., debatt m.m.)
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| 44. |
- Palmér, Hanna, 1974-, et al.
(författare)
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What is possible to learn? : Using ipads in teaching mathematics in preschool
- 2013
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Ingår i: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education.. - : IPN, Leibniz Institute for Science and Mathematics Education. - 9783890882895 ; , s. 425-432
-
Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to present results from a study investigating the potential of using Ipads when teaching mathematics in preschool. The study explores how the design of applications influences the dialogs that occur between teachers and children and the mathematics that is made possible to learn. The results presented in this paper are from the first investigation where the notions of classification and framing have been used to classify applications. Observations of teachers and children working together with different applications have been carried out and the results indicate that applications with weak framings promote free dialogues withholding mathematics, irrespective whether the classification is strong or not.
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| 45. |
- Patron, Emelie, et al.
(författare)
-
An exploration of how multimodal teaching and the creation of digital animations contribute to six-year-olds' meaning-making in chemistry
- 2023
-
Konferensbidrag (refereegranskat)abstract
- This paper aims to explore how well-designed multimodal teaching affects pupils' meaning-making and ‘what’s happening’ and ‘what’s possible’ when pupils create multimodal digital animations of water molecules and phase changes of water. Previous research has shown that pupils’ participation in educational activities increases when they are allowed to use several forms of expression (Petersen, 2020). The project is qualitative and draws on the frameworks of social semiotics (e.g., see Kress et al., 2001) and Designs for Learning, DfL (Selander, 2008), where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in Chemistry. Afterwards, the children while showing their digital animations were asked about what they had been doing and what their intentions behind certain actions had been (cf. Wernholm & Reneland-Forsman,2019). The project adheres to the ethical considerations regarding informed consent, anonymity, and the right to withdraw participation without giving a reason. The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that well-designed multimodal activities where pupils both create and reflect upon their digital animations appear to contribute to increased meaning-making in Chemistry. Thus, this project contributes with implications for early years of schooling by showing how using digital tools can create conditions for children’s participation and meaning-making in Chemistry.
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| 46. |
- Patron, Emelie, et al.
(författare)
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An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds’ Meaning Making in Chemistry
- 2024
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 14:1
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Tidskriftsartikel (refereegranskat)abstract
- Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animations of water molecules and phase changes of water. This study is qualitative and draws on the frameworks of social semiotics and Designs for Learning, DfL, where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as a basis for the lesson design and as an analytical tool. The analyzed data were generated by filming when pupils participated in multimodal learning activities, created digital animations, and participated in meta-reflective discussions regarding their digital animations. The main findings are that multimodally designed lessons can increase pupils’ meaning making in chemistry, that the creation of digital animations may both increase pupils’ participation and support their meaning making, and that meta-reflection of pupils’ representations is an important part of the lesson design.
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| 47. |
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| 48. |
- Pramling Samuelsson, Ingrid, et al.
(författare)
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27 forskare i upprop mot skärmfri förskola
- 2024
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Ingår i: Förskolan. - Stockholm : Sveriges Lärare.
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.
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| 49. |
- van Bommel, Jorryt, 1974-, et al.
(författare)
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Division i förskoleklassen genom problemlösning och problemformulering
- 2024
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Ingår i: Forskning om undervisning och lärande. - : Lärarstiftelsen;Lärarförlaget. - 2000-9674 .- 2001-6131. ; 12:2, s. 46-67
-
Tidskriftsartikel (refereegranskat)abstract
- In this study, preschool-class students worked with problem solving and problem posing on division. Data comes from an activity divided into two sessions. The activity was planned in collaboration between preschool-class teachers and researchers and carried out in 11 preschool classes with 205 students. While solving problems, students distinguished the relationship between the parts and whole, the size of each part, dividing as division and continuous and discrete quantities as aspects of division. While posing pro-blems, these aspects reappeared as well as the aspect that the numerator can be a rational number. Apart from problems on division, the students posed problems with a similar context (cookies) but a different mathematical content (e.g., subtraction). As there are few studies on problem solving and problem posing with younger students, this study contributes with knowledge of value to both (preschool class) teachers and researchers.
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| 50. |
- van Bommel, Jorryt, 1974-, et al.
(författare)
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Five minutes : Young students' understanding of time
- 2023
-
Ingår i: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). - Budapest : ERME. - 9789637031045
-
Konferensbidrag (refereegranskat)abstract
- The focus of this paper is on young students’ understanding of time which is hardly studied. In the presented study, Swedish 6-year-olds first worked on a task about estimating time and after that they posed their own tasks about time. The research questions concern what aspects of time come to light when 6-year-olds (1) estimate the time needed for specific activities and (2) pose tasks related to time When estimating time, the arguments given by the students were based on previous experiences, personal situations, and emotions. Sometimes more than one of these were used in the same line of argumentation. The tasks posed by the students were related to estimation of a set time, estimation of a time given a specific activity, using a timer, point-of-time, and time as a context. Our study suggests estimation and measurement of time as a suitable content to enlarge students’ understanding of time in addition to the more common focus on ‘telling the time’.
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