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| 2. |
- Alexandersson, Mikael, 1952, et al.
(author)
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Vär(l)den via Webben
- 2003
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In: Pedagogiska magasinet. - 1401-3320. ; :1, s. 38-42
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Journal article (other academic/artistic)
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| 3. |
- Lindberg, Viveca, 1954-, et al.
(author)
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Kunskapsprodukter för lärarprofessionen : skolforskningsinstitutets projekt 2016 och 2017
- 2023
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In: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; 11:3, s. 58-84
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Journal article (peer-reviewed)abstract
- Syftet med denna artikel är att beskriva och diskutera vilka, för lärare, användbara ochrelevanta kunskapsprodukter som har genererats i 11 forskningsprojekt, finansieradeav Skolforskningsinstitutet och beviljade år 2016 och 2017. Forskningsfrågorna är: Vad iresultaten kan ses som kunskapsprodukter och vilken karaktär har dessa? På vilka sätt harlärare medverkat i processen att ta fram dessa kunskapsprodukter? Sammantaget har 55öppet tillgängliga granskade publikationer analyserats. Sex kvalitativt skilda kategorierav kunskapsprodukter har identifierats: 1) Kunnanden och förmågor, 2) Undervisnings- ochlektionsdesign, 3) Didaktiska exempel, 4) Redskap, 5) Processer och metaperspektiv och 6)Generella eller kontextuella förutsättningar. Graden av medverkan från lärares sida har varieratavsevärt; från en aktiv medverkan, där lärare och forskare samarbetar på likvärdigavillkor, till en låg grad, där lärare primärt fungerar som bollplank eller forskningsobjekt.
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| 6. |
- Björklund, Camilla, 1977, et al.
(author)
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Implementing a structural approach in preschool number activities. Principles of an intervention program reflected in learning
- 2021
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In: Mathematical Thinking and Learning. - : Informa UK Limited. - 1098-6065 .- 1532-7833. ; 23:1, s. 72-94
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Journal article (peer-reviewed)abstract
- We report here on an intervention implementing a structural approach to arithmetic problem-solving in relation to learning outcomes among preschoolers. Using the fundamental principles of the variation theory of learning for developing the intervention and as an analytical framework, we discuss teaching and learning in commensurable terms. The research question is how teaching grounded on a structural approach and designed based on principles of variation theory is reflected in children’s learning of numbers. To answer this, three analyses were conducted, addressing: i) how the children’s ways of experiencing numbers changed after participating in the intervention, ii) how the theoretical ideas were afforded in the intervention program, and iii) synthesizing how the affordance was associated with the children’s arithmetic learning. One group of eight children participating in the intervention program was chosen for thorough analysis. Progression was observed in how the children changed their ways of experiencing numbers during the intervention that allowed them to enact more advanced arithmetic strategies, which was associated with the structural approach in teaching. The results also show how analysis focusing on aspects discerned in learning and aspects afforded in teaching provides a way of describing arithmetic learning with significant implications for teaching practices.
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| 7. |
- Björklund, Camilla, 1977, et al.
(author)
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Strategies informed by various ways of experiencing number relations in subtraction tasks
- 2022
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In: Journal of Mathematical Behavior. - : Elsevier BV. - 0732-3123 .- 1873-8028. ; 67
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Journal article (peer-reviewed)abstract
- The aim of this paper is to develop greater understanding of how the way students experience a task is related to which, and how, number relations are discerned. We study how 42 Grade 1 students solved a word problem in a number range that was new to them: 32–25 = __. The variation theory of learning has informed our analysis, opening for thorough analyses of what constitutes differences in the students’ acts in solving the arithmetic word problem and how they experience the task. Observations of their strategies and ways of reasoning revealed that how the students discern the semantic structure and number relations relates to their ways of encountering the task and consequently their success in solving it. The study offers a complementary approach to understanding arithmetic skills that contribute knowledge as to why some students develop powerful ways of solving arithmetic tasks while others get stuck in cumbersome strategies.
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| 8. |
- Björklund, Camilla, 1977, et al.
(author)
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Structuring versus counting: critical ways of using fingers in subtraction
- 2019
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In: ZDM - Mathematics Education. - : Springer Science and Business Media LLC. - 1863-9690 .- 1863-9704. ; 51:1, s. 13-24
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Journal article (peer-reviewed)abstract
- The idea of using fingers as a key component in arithmetic development has received a great deal of support, much of which is based on neuroscientific evidence. However, this body of work pays limited attention to how fingers are used and possible different outcomes in arithmetic problem solving. The aim of our paper, based on an analysis of 126 observations of 4–5-year-olds solving a simple subtraction task, is to discuss different ways of using fingers, with some of the ways appearing more, and others less, powerful. The analysis suggests there is much more complexity to children’s finger-related strategies than prior research has indicated. Empirical findings in our study point to the decisive effects of different ways of using fingers, and in particular for either keeping track of counted units or for presenting a structured awareness of number. Three ways of using fingers emerge in the analysis, which are discussed in relation to their rate of success in solving the subtraction task and with attention to why the differences matter for the success rate. Through this discussion we suggest that the complexity of how fingers are used must be considered.
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| 9. |
- Björklund, Camilla, et al.
(author)
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Teaching finger patterns for arithmetic development to preschoolers
- 2018
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Conference paper (peer-reviewed)abstract
- In this paper we describe the empirical and theoretical meaning behind how finger patterns are taught to facilitate the development of preschool children’s perception of the first ten natural numbers. An intervention programme, informed by Variation theory of learning, included 65 five-year-olds and teachers at seven preschool departments in Sweden. The programme aimed at developing teaching activities and artefacts to promote children discerning necessary aspects of the first ten numbers. The design of the programme is significant to describe and evaluate as basis for forthcoming analyses of the learning outcomes, as a pedagogical approach that stands in contrast to common preschool teaching practice in Sweden is adopted.
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| 10. |
- Björklund, Camilla, 1977, et al.
(author)
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Teaching finger patterns for arithmetic development to preschoolers
- 2018
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In: Proceedings of MADIF 11The eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018. - Borås, Sweden : Stema Specialtryck AB. - 1651-3274. - 9789198402421
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Conference paper (peer-reviewed)
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