| 1. |
- 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.
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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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| 2. |
- Flannick, Jason, et al.
(författare)
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Data Descriptor : Sequence data and association statistics from 12,940 type 2 diabetes cases and controls
- 2017
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Ingår i: Scientific Data. - : Springer Science and Business Media LLC. - 2052-4463. ; 4
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Tidskriftsartikel (refereegranskat)abstract
- To investigate the genetic basis of type 2 diabetes (T2D) to high resolution, the GoT2D and T2D-GENES consortia catalogued variation from whole-genome sequencing of 2,657 European individuals and exome sequencing of 12,940 individuals of multiple ancestries. Over 27M SNPs, indels, and structural variants were identified, including 99% of low-frequency (minor allele frequency [MAF] 0.1-5%) non-coding variants in the whole-genome sequenced individuals and 99.7% of low-frequency coding variants in the whole-exome sequenced individuals. Each variant was tested for association with T2D in the sequenced individuals, and, to increase power, most were tested in larger numbers of individuals (> 80% of low-frequency coding variants in similar to ~82 K Europeans via the exome chip, and similar to ~90% of low-frequency non-coding variants in similar to ~44 K Europeans via genotype imputation). The variants, genotypes, and association statistics from these analyses provide the largest reference to date of human genetic information relevant to T2D, for use in activities such as T2D-focused genotype imputation, functional characterization of variants or genes, and other novel analyses to detect associations between sequence variation and T2D.
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| 3. |
- Fuchsberger, Christian, et al.
(författare)
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The genetic architecture of type 2 diabetes
- 2016
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Ingår i: Nature. - : Springer Science and Business Media LLC. - 0028-0836 .- 1476-4687. ; 536:7614, s. 41-47
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Tidskriftsartikel (refereegranskat)abstract
- The genetic architecture of common traits, including the number, frequency, and effect sizes of inherited variants that contribute to individual risk, has been long debated. Genome-wide association studies have identified scores of common variants associated with type 2 diabetes, but in aggregate, these explain only a fraction of the heritability of this disease. Here, to test the hypothesis that lower-frequency variants explain much of the remainder, the GoT2D and T2D-GENES consortia performed whole-genome sequencing in 2,657 European individuals with and without diabetes, and exome sequencing in 12,940 individuals from five ancestry groups. To increase statistical power, we expanded the sample size via genotyping and imputation in a further 111,548 subjects. Variants associated with type 2 diabetes after sequencing were overwhelmingly common and most fell within regions previously identified by genome-wide association studies. Comprehensive enumeration of sequence variation is necessary to identify functional alleles that provide important clues to disease pathophysiology, but large-scale sequencing does not support the idea that lower-frequency variants have a major role in predisposition to type 2 diabetes.
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| 4. |
- Manning, Alisa, et al.
(författare)
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A Low-Frequency Inactivating AKT2 Variant Enriched in the Finnish Population Is Associated With Fasting Insulin Levels and Type 2 Diabetes Risk
- 2017
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Ingår i: Diabetes. - : AMER DIABETES ASSOC. - 0012-1797 .- 1939-327X. ; 66:7, s. 2019-2032
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Tidskriftsartikel (refereegranskat)abstract
- To identify novel coding association signals and facilitate characterization of mechanisms influencing glycemic traits and type 2 diabetes risk, we analyzed 109,215 variants derived from exome array genotyping together with an additional 390,225 variants from exome sequence in up to 39,339 normoglycemic individuals from five ancestry groups. We identified a novel association between the coding variant (p.Pro50Thr) in AKT2 and fasting plasma insulin (FI), a gene in which rare fully penetrant mutations are causal for monogenic glycemic disorders. The low-frequency allele is associated with a 12% increase in FI levels. This variant is present at 1.1% frequency in Finns but virtually absent in individuals from other ancestries. Carriers of the FI-increasing allele had increased 2-h insulin values, decreased insulin sensitivity, and increased risk of type 2 diabetes (odds ratio 1.05). In cellular studies, the AKT2-Thr50 protein exhibited a partial loss of function. We extend the allelic spectrum for coding variants in AKT2 associated with disorders of glucose homeostasis and demonstrate bidirectional effects of variants within the pleckstrin homology domain of AKT2.
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| 19. |
- Aad, G, et al.
(författare)
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Search for Higgs Boson Pair Production in the γγbb[over ¯] Final State Using pp Collision Data at sqrt[s]=8 TeV from the ATLAS Detector.
- 2015
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Ingår i: Physical Review Letters. - 1079-7114. ; 114:8
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Tidskriftsartikel (refereegranskat)abstract
- Searches are performed for resonant and nonresonant Higgs boson pair production in the γγbb[over ¯] final state using 20 fb^{-1} of proton-proton collisions at a center-of-mass energy of 8 TeV recorded with the ATLAS detector at the CERN Large Hadron Collider. A 95% confidence level upper limit on the cross section times branching ratio of nonresonant production is set at 2.2 pb, while the expected limit is 1.0 pb. The difference derives from a modest excess of events, corresponding to 2.4 standard deviations from the background-only hypothesis. The limit observed in the search for a narrow X→hh resonance ranges between 0.7 and 3.5 pb as a function of the resonance mass.
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| 24. |
- Arnell, Sofie, 1984-
(författare)
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Elevers möten med matematik : En studie om elevers möten med matematik i förskoleklass och årskurs 1
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Många och positiva tidiga möten med matematik är betydelsefulla för barns och elevers matematiklärande. Avhandlingens syfte är att bidra med kunskap om elevers möten med matematik i förskoleklass och årskurs 1 genom att undersöka, analysera och beskriva dem. Ytterligare ett syfte är att redogöra för likheter och skillnader i elevers möten med matematik i förskoleklass och årskurs 1 för att bidra till ökad förståelse kring faktorer som kan påverka elevers möjligheter att utveckla förståelse för skolmatematiken. En empirisk studie genomfördes, där en elevgrupp och dess lärare följdes från höstterminen i förskoleklass till höstterminen i årskurs 1. Data samlades in genom deltagande observationer och informella samtal. Materialet analyserades sedan i två steg; först gjordes en empirinära analys och därefter en teoretisk analys utifrån begrepp hämtade från verksamhetsteorin. Resultatet visar att elevers möten med matematik i förskoleklass och årskurs 1 sker på en mängd olika sätt. Mötena kan relateras till tre olika typer av matematikverksamheter i både förskoleklassen och årskurs 1, vilka erbjuder eleverna olika lärandemöjligheter. Av dessa verksamheter framgår även att matematikundervisningen är mer formell i årskurs 1 än i förskoleklassen. Det visar sig i att eleverna har högre handlingsfrihet i förskoleklassen än i årskurs 1 och att det finns ett starkare fokus på matematiska begrepp och metoder i årskurs 1 än i förskoleklassen. Dessa skillnader kan vidare få negativa konsekvenser för kontinuiteten i elevernas matematiklärande.
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| 25. |
- 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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| 26. |
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| 27. |
- 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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| 28. |
- Björklund, Camilla, 1977, et al.
(författare)
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Designing a tool for exploring toddlers’ numerical competencies in preschool
- 2021
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Ingår i: Y. Liljekvist, L. Björklund Boistrup, J. Häggström, L. Mattsson, O. Olande, & H. Palmér (Eds.), Sustainable mathematics education in a digitalized world: Proceedings of MADIF 12: The twelfth research seminar of the Swedish Society for Research in Mathematics Education, Växjö, January 14-15, 2020. - Göteborg : Svensk Förening för MatematikDidaktisk Forskning (SMDF). - 1651-3274. - 9789198402445
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Konferensbidrag (refereegranskat)
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| 29. |
- 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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| 30. |
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| 31. |
- 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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| 32. |
- 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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| 33. |
- Björklund, Camilla, 1977, et al.
(författare)
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Gemensamma och olika mål i praktiknära forskningsprojekt
- 2024
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Ingår i: I Praktiknära skolforskning – resultat och erfarenheter från nio forskningsprojekt. Skolforskningsinstitutet fördjupar 2024:1.. - : Skolforskningsinstitutet. ; , s. 13-19
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 34. |
- 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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| 35. |
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| 36. |
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| 37. |
- 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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| 38. |
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| 39. |
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| 40. |
- 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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| 41. |
- 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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| 42. |
- 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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| 43. |
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| 44. |
- Björklund, Camilla, 1977, et al.
(författare)
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Teaching toddlers the meaning of numbers : connecting modes of mathematical representations in book reading
- 2022
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Ingår i: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816. ; 110, s. 525-544
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we direct attention to what becomes critical in teaching activities for toddlers (1–3-year-olds) to learn the meaning of numbers. One activity we thoroughly exploreis interactive book reading, based on previous research indicating positive learning outcomes from this type of mathematical activity, as it has shown to simultaneously embracethe child’s perspective and encourage interaction and ‘number talk.’ A specially designedpicture book presenting small quantities was developed, and variation theory principleswere embedded in both the book design and the teaching acts. Through qualitative analyses, we aim to identify what is critical in the interactive book reading sessions for toddlersto discern essential aspects of numbers, with a specifc focus on the conditions for makingmodes of representations into resources for learning. Preschool teachers frequently readthe book to 27 toddlers over the course of a year. Video documentation of their readingsessions was analyzed, and exposed the signifcance of addressing the child’s perspectivewhen choosing what representation to emphasize and in what ways connections within andbetween representations can be made. Thus, the study contributes knowledge on the teaching of numbers with toddlers, and problematizes as well as extends the potential of interactive book reading as a quality-enhancing educational tool.
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| 45. |
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| 46. |
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| 47. |
- Björklund, Camilla, et al.
(författare)
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The challenges of mathematizing in Swedish early childhood education
- 2024
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Ingår i: Journal of Early Childhood Education Research. - : Early Childhood Education Association Finland. - 2323-7414. ; 13:2, s. 167-186
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Tidskriftsartikel (refereegranskat)abstract
- Even though there today is a solid view on early childhood mathematics education being of importance, there is a quite diverse view on how this education is to be realized. In many countries, both teaching and play are emphasized in the early childhood education curricula why the question of how to conduct play-oriented mathematics education is relevant. In this study, we empirically elaborate on mathematizing as a possible cross between play and mathematics education. Mathematizing, as developed by the Dutch mathematician Hans Freudenthal, implies seeing the world in the light of mathematics and being able to identify how mathematics contribute to solving everyday problems. In this study we empirically investigate the theoretical construct of mathematizing in a preschool setting, aiming to clarify when and how mathematizing is made possible, and what seem to be the constraints on it. Based on 15 observations of preschool teachers’ attempts to implement play-oriented mathematics education, the presence of a true problem and character of teachers’ questions stand out as the keys to making mathematizing, as a merge of play and teaching, possible.
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| 48. |
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| 49. |
- Björklund, Camilla, 1977, et al.
(författare)
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Toddlers learning the meaning of counting words as increase in discerned aspects of number.
- 2024
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Ingår i: In Häggström, J., Kilhamn, C., Mattsson, L., Palmér, H., Perez, M., Pettersson. K., Röj-Lindberg, A.-S. & Teledahl, A. (Eds.), Mediating mathematics. Proceedings of MADIF14 (pp. 61–72). - : SMDF. - 9789198402476
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Konferensbidrag (refereegranskat)
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| 50. |
- Björklund, Camilla, 1977, et al.
(författare)
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Vad som är lagom i sagan om Guldlock och de tre björnarna
- 2019
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Ingår i: Nämnaren. - 0348-2723. ; :2, s. 3-7
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I förskolan används ofta sagor för att barn ska ges möjlighet att upptäcka och lära matematik på ett intressant och tilltalande sätt. Guldlock är ett exempel på en sådan saga. I den här artikeln diskuterar författarna vilken matematik som synliggörs i sagan och vilka möjligheter och svårigheter som kan uppkomma när sagan används som inramning för förskolans matematikundervisning.
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