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Publikasjoner (10 av 110) Visa alla publikasjoner
Bjørnebye, M., Helseth, A. & van Bommel, J. (2023). Aesthetics in embodied task design in mathematics. In: : . Paper presented at CERME 13. 10-14 July, 2023. Budapest, Hungary..
Åpne denne publikasjonen i ny fane eller vindu >>Aesthetics in embodied task design in mathematics
2023 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

STEAM (Science, Technology, Engineering, Arts, and Mathematics) research emphasises interdisciplinary approaches to developing skills needed for the 21st century. In this paper, we explore three aesthetically rich mathematical activities involving dance and bodily performance (e.g., creative body postures) with 6-year-old students. Supported by an embodied perspective of task design and a Deweyan view of aesthetics, we argue that a high degree of bodily engagement and a high degree of task integration allow space for creativity and imagination that may involve aesthetic dimensions. Specifically, we argue that body postures, bodily rotation, rhythm, and fluency in composite sequences of movement may connect art and mathematics in a way that treats the students as active creators of aesthetic experiences, in contrast to other STEAM approaches that do not consider bodily performance as a way of connecting art and mathematics.

Emneord
STEAM, embodied learning, aesthetics, design research, mathematics
HSV kategori
Forskningsprogram
Matematikdidaktik
Identifikatorer
urn:nbn:se:kau:diva-96485 (URN)
Konferanse
CERME 13. 10-14 July, 2023. Budapest, Hungary.
Tilgjengelig fra: 2023-08-26 Laget: 2023-08-26 Sist oppdatert: 2023-08-31bibliografisk kontrollert
Margrain, V. & van Bommel, J. (2023). Assessment and Gifted Discourse in Swedish Early Years Education Steering Documents: The Problem of (In)Visibility. Education Sciences, 13(9), 904-904
Åpne denne publikasjonen i ny fane eller vindu >>Assessment and Gifted Discourse in Swedish Early Years Education Steering Documents: The Problem of (In)Visibility
2023 (engelsk)Inngår i: Education Sciences, E-ISSN 2227-7102, Vol. 13, nr 9, s. 904-904Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study explores how assessment is presented in Swedish early years’ steering documents and considers risks for young gifted students in relation to assessment (or lack thereof). Document analysis was undertaken on, firstly, Swedish curriculum documents for the preschool and for the compulsory school, and secondly, mapping materials used in the preschool class with six-year-old children. Results show that assessment is not a term used in Swedish early years curricula. Instead, preschool teachers are asked to evaluate their own practice; preschool class teachers are asked to engage with mapping and only to consider working toward later assessment goals in year 3 of school. A plethora of alternative assessment terms are used in the curriculum without definition. Giftedness is also invisible in the curriculum. However, the mapping materials used with six-year-old students in the subject areas of mathematics and Swedish do encourage teachers to consider children who achieve mastery early. Further, these materials provide supportive questions and activities for teachers to use in exploring further. The specific examples of assessment discourses and the need to consider gifted children are combined in this article to highlight aspects of teacher work that are important for the educational rights of an often-forgotten group of learners.

sted, utgiver, år, opplag, sider
MDPI, 2023
Emneord
gifted, early childhood, preschool, assessment, curriculum, policy, Sweden
HSV kategori
Forskningsprogram
Pedagogiskt arbete; Matematik
Identifikatorer
urn:nbn:se:kau:diva-96642 (URN)10.3390/educsci13090904 (DOI)001077106800001 ()2-s2.0-85172104486 (Scopus ID)
Tilgjengelig fra: 2023-09-08 Laget: 2023-09-08 Sist oppdatert: 2023-11-02bibliografisk kontrollert
Karlsson, J., Liljekvist, Y. & van Bommel, J. (2023). Finding Patterns of Instructional Features Through A Latent Class Analysis. In: : . Paper presented at European Conference on Educational Research (ECER), Glasgow, August 22-25, 2023..
Åpne denne publikasjonen i ny fane eller vindu >>Finding Patterns of Instructional Features Through A Latent Class Analysis
2023 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
HSV kategori
Forskningsprogram
Matematikdidaktik
Identifikatorer
urn:nbn:se:kau:diva-94582 (URN)
Konferanse
European Conference on Educational Research (ECER), Glasgow, August 22-25, 2023.
Prosjekter
LISA
Tilgjengelig fra: 2023-05-08 Laget: 2023-05-08 Sist oppdatert: 2023-08-29bibliografisk kontrollert
van Bommel, J., Palmér, H. & Ebbelind, A. (2023). Five minutes: Young students' understanding of time. In: : . Paper presented at CERME 13. 10-14 July, 2023. Budapest, Hungary..
Åpne denne publikasjonen i ny fane eller vindu >>Five minutes: Young students' understanding of time
2023 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

The focus of this paper is on young students’ understanding of time which is hardly studied. In the presented study, Swedish 6-year-olds first worked on a task about estimating time and after that they posed their own tasks about time. The research questions concern what aspects of time come to light when 6-year-olds (1) estimate the time needed for specific activities and (2) pose tasks related to time When estimating time, the arguments given by the students were based on previous experiences, personal situations, and emotions. Sometimes more than one of these were used in the same line of argumentation. The tasks posed by the students were related to estimation of a set time, estimation of a time given a specific activity, using a timer, point-of-time, and time as a context. Our study suggests estimation and measurement of time as a suitable content to enlarge students’ understanding of time in addition to the more common focus on ‘telling the time’.

Emneord
Early mathematics, time, measurement, problem posing, realistic mathematics education
HSV kategori
Forskningsprogram
Matematikdidaktik
Identifikatorer
urn:nbn:se:kau:diva-96484 (URN)
Konferanse
CERME 13. 10-14 July, 2023. Budapest, Hungary.
Tilgjengelig fra: 2023-08-26 Laget: 2023-08-26 Sist oppdatert: 2023-08-31bibliografisk kontrollert
Randahl, A.-C., Liljekvist, Y., Olin-Scheller, C. & van Bommel, J. (2023). From authorised visitor to key person – a trajectory of participation in teacher Facebook groups. Education Inquiry, 14(4), 480-495
Åpne denne publikasjonen i ny fane eller vindu >>From authorised visitor to key person – a trajectory of participation in teacher Facebook groups
2023 (engelsk)Inngår i: Education Inquiry, E-ISSN 2000-4508, Vol. 14, nr 4, s. 480-495Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article reports a study on members in self-organised Facebook groups for teachers. The aim is to investigate how teachers’ needs and actions form their roles in the extended staffroom. 26 teachers from six different Facebook groups within two different school subjects, mathematics and Swedish, are interviewed. The results reveal a trajectory from a lurking behaviour as authorised visitor to a key person within the community of the group or an influencer, where teachers can function as authorities in their field. In relation to this trajectory, the interviewed teachers describe the choice to become public as a crucial step, emphasising the courage needed. A next important step can be identified when teachers leave the role as consumers of content that others provide, asking questions and commenting on others’ posts, in favour of a more contributing role, publishing their own posts and expressing an agenda. Further, these kinds of large Facebook groups can be seen as a node in teachers’ social media networks.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2023
HSV kategori
Forskningsprogram
Ämnesdidaktik
Identifikatorer
urn:nbn:se:kau:diva-89866 (URN)10.1080/20004508.2022.2069931 (DOI)000799440900001 ()2-s2.0-85130604165 (Scopus ID)
Forskningsfinansiär
Swedish Research Council, 2015-01979
Tilgjengelig fra: 2022-05-19 Laget: 2022-05-19 Sist oppdatert: 2023-12-11bibliografisk kontrollert
Ebbelind, A., Palmér, H. & van Bommel, J. (2023). How does children's participation in a problem-solving project affect their view on what it means to be taught and learn mathematics?. In: : . Paper presented at 29th International Mathematical Views Conference (MAVI29), Vercelli, Italy, September 19-22, 2023..
Åpne denne publikasjonen i ny fane eller vindu >>How does children's participation in a problem-solving project affect their view on what it means to be taught and learn mathematics?
2023 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

The mathematics teaching young children encounter affects not only the mathematics they are given the opportunity to learn but also their view of what mathematics is, how mathematics is taught and how they view their ability to learn mathematics. In this paper, an Educational Design Research study on problem solving and problem posing with Swedish six-year-olds will serve as an example when we elaborate on how children’s participation in education may affect their views of what it means to be taught and to learn mathematics. We do so by comparing drawings, of mathematics classrooms made of children from eight classes of which four participated in the study. The results indicate a reform-oriented and more diverse view of content and form in the drawings of the children participating in the intervention. 

HSV kategori
Forskningsprogram
Matematikdidaktik; Matematikdidaktik
Identifikatorer
urn:nbn:se:kau:diva-97602 (URN)
Konferanse
29th International Mathematical Views Conference (MAVI29), Vercelli, Italy, September 19-22, 2023.
Prosjekter
SMEER
Tilgjengelig fra: 2023-11-30 Laget: 2023-11-30 Sist oppdatert: 2023-12-05
Palmér, H., van Bommel, J. & Ebbelind, A. (2023). Lärares deltagande i praktiknära forskning. In: : . Paper presented at EMELI, Göteborg, 22-23 mars.
Åpne denne publikasjonen i ny fane eller vindu >>Lärares deltagande i praktiknära forskning
2023 (svensk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
Abstract [sv]

Med utgångspunkt i det praktiknära forskningsprojektet Problemlösning i Förskoleklass, fokuserar vi i den här presentationen på hur lärarnas olika deltagande i en intervention samverkar med forsknings-kvalitet. Studien genomförs enligt modell för designforskning med målet att utveckla både teori och praktik avseende lärande och undervisning i matematik. Genom de snart tio år som studien har pågått har de medverkande förskoleklasslärarnas deltagande i interventionen varierat, från passiva observatörer och därmed konsumenter av forskning till att ha ansvar för såväl genomförande av undervisning som datainsamling och därmed producenter av forskning. Dessa olika samarbeten har resulterat i data där frågan om autenticitet är aktuell i förhållande till om intern eller extern validitet är utgångspunkten. Dessa olika autenticitet diskuteras på presentationen i relation till forskningskvalitet. 

HSV kategori
Forskningsprogram
Matematik
Identifikatorer
urn:nbn:se:kau:diva-94045 (URN)
Konferanse
EMELI, Göteborg, 22-23 mars
Tilgjengelig fra: 2023-03-27 Laget: 2023-03-27 Sist oppdatert: 2023-04-05bibliografisk kontrollert
Palmér, H., van Bommel, J. & Ebbelind, A. (2023). Lösa och formulera problemuppgifter i matematik. In: H. Ackesjö, K. Herrlin (Ed.), Att undervisa barn i skolstartsålder: (pp. 52-65). Gleerups Utbildning AB
Åpne denne publikasjonen i ny fane eller vindu >>Lösa och formulera problemuppgifter i matematik
2023 (svensk)Inngår i: Att undervisa barn i skolstartsålder / [ed] H. Ackesjö, K. Herrlin, Gleerups Utbildning AB , 2023, s. 52-65Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Gleerups Utbildning AB, 2023
HSV kategori
Identifikatorer
urn:nbn:se:kau:diva-97818 (URN)9789151110714 (ISBN)
Tilgjengelig fra: 2023-12-21 Laget: 2023-12-21bibliografisk kontrollert
van Bommel, J., Bjørnebye, M. & Helseth, A. (2023). Metodiska refleksjoner om design forsknig i barnehagen. In: : . Paper presented at EMELI, Göteborg, 22-23 mars 2023.
Åpne denne publikasjonen i ny fane eller vindu >>Metodiska refleksjoner om design forsknig i barnehagen
2023 (norsk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
Abstract [no]

I denne workshopen vil vi drøfte metodiske utfordringer knyttet til design forskning i barnehagen. Med bakgrunn i et design prosjekt for tidlig kroppslig læring om mønster vil vi gi eksempel på hvilke metodiske muligheter og begrensinger denne type forskning kan ha. Prosjektet er sterkt styrt av forskerteamet, både i planlegging, gjennomføring og evaluering. Fra vårt embodied teoretiske perspektiv, som ser på læring og tekning som situert og multimodalt fenomen, skal vi se på styrker og svakheter i design av læringssituasjoner der barna i stor grad styrer dialog og handling, kontra mer individuelle testsituasjoner der forskeren har en mer aktiv rolle. Vi vil ha et kritisk perspektiv der vi løfter alternativer og svakheter ved vår måte å løse de metodiske utfordringene på. Vi vil også se på sammenhengen mellom metodiske grep og betydningen av å ha et sett av design prinsipper for å skape struktur i gjennomføringen av denne type intervensjonsstudie. 

HSV kategori
Forskningsprogram
Matematikdidaktik
Identifikatorer
urn:nbn:se:kau:diva-94044 (URN)
Konferanse
EMELI, Göteborg, 22-23 mars 2023
Tilgjengelig fra: 2023-03-27 Laget: 2023-03-27 Sist oppdatert: 2023-03-29bibliografisk kontrollert
van Bommel, J. & Mellroth, E. (2023). Online mathematics enrichment in regular classes. In: : . Paper presented at NERA, Oslo 15-17 mars, 2023.
Åpne denne publikasjonen i ny fane eller vindu >>Online mathematics enrichment in regular classes
2023 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

In mixed-ability classrooms that are common in Swedish upper-secondary school, as well as in other Nordic countries, particularly gifted learners (Skolverket, 2015) are taught alongside all other students (Mellroth et al., 2021) leaving individual teachers with limited time to create enrichment. In what way can enrichment offered online, parallel to regular classes, be used to support the learning development of these learners? In a small-scale project, upper-secondary school students were offered an asynchronous online enrichment program. The program was led by a specialist lecturer at the school (second author) who started by a short meeting individually with each student (self-nominated or identified by their regular teacher). Then, a task aiming to challenge the specific student was uploaded to the student’s individual OneNote. For some tasks, students could choose to reveal guiding questions further, the chat function could be used to pose questions. Once completed, the student uploaded the solution and notified the lecturer who then uploaded a new task and afterwards provided feedback on the solution. The students were allowed to work with the tasks during regular mathematics classes but decided themselves on the pace and timing. The flexibility of the program offered the students an opportunity to adjust to their own needs and desire (Mellroth & Szabo, 2022). Some students worked on a regular basis with the tasks; others only occasionally. Thus, the daily challenge (Rogers, 2007) was offered continuously and consistently and the autonomy of the students (e.g., Leikin & Sriraman, 2017; Szabo, 2017) was accounted for. The students could either write their solutions directly in OneNote, or upload pictures of handwritten solutions. For the lecturer it gave the opportunity to give detailed and personalized feedback. Consistent with research stating that these students gain specifically from straightforward feedback (Leikin & Sriraman, 2017; Szabo, 2017). The online environment also enabled to effectively offer instructional differentiation as suggested by Szabo (2017) as the lecturer easily could adapt comments or offer alternative solutions despite the students going through the program at a different pace. In-depth interviews with the participating students are planned, to investigate their perceptions of stimuli and support through the online enrichment program. Leikin, R., & Sriraman, B. (Eds.) (2017). Creativity and giftedness – Interdisciplinary perspectives from mathematics and beyond. SpringerMellroth, E., Bergwall, A., & Nilsson, P. (2021). Task design for differentiated instruction in mixed-ability mathematics classrooms: Manifestations of contradictions in a professional learning community. Mathematics Teacher Education and Development, 23(3), 78–96. Mellroth, E. & Szabo. A. (2022). Talented upper secondary student’s perception of online mathematical challenges. In S. A. Chamberlin (Ed.) On the Road to Mathematical Expertise and Innovation. Proceedings MCG 12. (pp. 311 – 313). VTM-Verlag.Rogers K. B. (2007). Lessons learned about education the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51, 382-396.Skolverket (2015). Särskilt begåvade elever – stödmaterial.Szabo, A. (2017). Matematikundervisning för begåvade elever – en forskningsöversikt. Nordic Studies in Mathematics Education, 22(1), 21–44. 

HSV kategori
Forskningsprogram
Matematikdidaktik
Identifikatorer
urn:nbn:se:kau:diva-94043 (URN)
Konferanse
NERA, Oslo 15-17 mars, 2023
Prosjekter
GiftED
Tilgjengelig fra: 2023-03-27 Laget: 2023-03-27 Sist oppdatert: 2023-03-29bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-6525-9871