| 1. |
- Christiansen, Iben, et al.
(author)
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Crosscurrents of Swedish Mathematics Teacher Education
- 2021
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In: International Perspectives on Mathematics Teacher Education. - Charlotte, North Carolina : Information Age Publishin (IAP).
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Book chapter (other academic/artistic)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.
(author)
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The crosscurrents of Swedish mathematics teacher education
- 2021
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In: International perspectives on mathematics teacher education. - Waxhaw, NC, USA : Information Age Publishing. - 9781648026317 - 9781648026294 - 9781648026300 ; , s. 9-48
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Book chapter (peer-reviewed)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.
(author)
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Pupils creating digital animations in the early years of schooling
- 2023
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In: Designing Futures the 11th international conference on multimodality. - : UCL. ; , s. 76-77
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Conference paper (peer-reviewed)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-
(author)
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A functional view on language : a methodology for mathematics education to study shifts in prospective teachers’ discursive patterns
- 2023
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In: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis Group. - 0020-739X .- 1464-5211. ; 54:8, s. 1731-1745
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Journal article (peer-reviewed)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.
(author)
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Becoming a mathematics teacher (BeMT) : The role of teacher education
- 2022
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In: Conference on teachers’professional identitiesLinnaeus University. - : Institutionen för matematik, Linnéuniversitetet. ; , s. 12-13
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Conference paper (peer-reviewed)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-
(author)
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Becoming recognised as mathematically proficient : The role of a primary school teacher education programme
- 2020
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Doctoral thesis (other academic/artistic)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.
(author)
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Bedömning i förskolan
- 2023
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In: Den utbildningsvetenskapliga kärnan för förskolan. - : Natur och kultur. - 9789127464872 ; , s. 316-333
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Book chapter (other academic/artistic)
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| 9. |
- Ebbelind, Andreas, 1975-
(author)
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Disentangle a Student Teacher's Participation during Teacher Education
- 2013
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In: Eighth Congress of European Research in Mathematics Education (CERME). - : European Society for Research in Mathematics Education.
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Conference paper (peer-reviewed)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.
(author)
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Enacting Multiple Positions In Becoming A Mathematics Teacher Educator
- 2024
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In: Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education, PME. ; , s. 192-199
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Conference paper (peer-reviewed)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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