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Sökning: WFRF:(Marton Ference)

  • Resultat 1-10 av 65
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1.
  • Allwood, Jens, 1947, et al. (författare)
  • Språk och tanke
  • 1977
  • Ingår i: Språk och socialisation symposiet, Graninge.
  • Tidskriftsartikel (refereegranskat)
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4.
  • Baillie, C, et al. (författare)
  • Building knowledge about the interface
  • 2000
  • Ingår i: Proceedings for: Materials Research Society (MRS) Spring Meeting 2000.
  • Konferensbidrag (refereegranskat)
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8.
  • Björklund, Camilla, et al. (författare)
  • Teaching finger patterns for arithmetic development to preschoolers
  • 2018
  • Konferensbidrag (refereegranskat)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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9.
  • Björklund, Camilla, 1977, et al. (författare)
  • Teaching finger patterns for arithmetic development to preschoolers
  • 2018
  • Ingår i: 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
  • Konferensbidrag (refereegranskat)
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10.
  • Björklund, Camilla, 1977, et al. (författare)
  • What is to be learnt? Critical aspects of elementary arithmetic skills
  • 2021
  • Ingår i: Educational Studies in Mathematics. - : Springer Science and Business Media LLC. - 0013-1954 .- 1573-0816. ; 107, s. 261-284
  • Tidskriftsartikel (refereegranskat)abstract
    • In this paper, we present a way of describing variation in young children’s learning of elementary arithmetic within the number range 1–10. Our aim is to reveal what is to be learnt and how it might be learnt by means of discerning particular aspects of numbers. The Variation theory of learning informs the analysis of 2184 observations of 4- to 7-year-olds solving arithmetic tasks, placing the focus on what constitutes the ways of experiencing numbers that were observed among these children. The aspects found to be necessary to discern in order to develop powerful arithmetic skills were as follows: modes of number representations, ordinality, cardinality, and part-whole relation (the latter has four subcategories: differentiating parts and whole, decomposing numbers, commutativity, and inverse relationship between addition and subtraction). In the paper, we discuss particularly how the discernment of the aspects opens up for more powerful ways of perceiving numbers. Our way of describing arithmetic skills, in terms of discerned aspects of numbers, makes it possible to explain why children cannot use certain strategies and how they learn to solve tasks they could not previously solve, which has significant implications for the teaching of elementary arithmetic.
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