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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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Improvements in learning addition and subtraction when using a structural approach in first grade
- 2024
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Ingår i: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816.
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Tidskriftsartikel (refereegranskat)abstract
- Learning to calculate with natural numbers by structuring seems promising but how this can be taught in a sustainable manner remains an open question. 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 four Swedish first-grade classes. One goal was that by the end of first grade, students would be able to solve tasks such as subtracting 8 from 15 by using part-whole number relations. 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, in order to investigate long-term effects and whether students used a structural approach when solving tasks in a higher number range in the second grade. In comparison to controls, students in the intervention group showed higher increases in their learning outcomes. Moreover, the intervention group used a structural approach to a larger extent when solving tasks in higher number ranges, whereas students in the control group more commonly used single-unit counting to solve such tasks. These findings have implications both for teaching and for research on students' development of arithmetic skills.
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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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- 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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- 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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