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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..
Öppna denna publikation i ny flik eller fönster >>Aesthetics in embodied task design in mathematics
2023 (Engelska)Konferensbidrag, Publicerat paper (Refereegranskat)
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.

Nyckelord
STEAM, embodied learning, aesthetics, design research, mathematics
Nationell ämneskategori
Annan matematik Lärande
Forskningsämne
Matematikdidaktik
Identifikatorer
urn:nbn:se:kau:diva-96485 (URN)
Konferens
CERME 13. 10-14 July, 2023. Budapest, Hungary.
Tillgänglig från: 2023-08-26 Skapad: 2023-08-26 Senast uppdaterad: 2023-08-31Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Assessment and Gifted Discourse in Swedish Early Years Education Steering Documents: The Problem of (In)Visibility
2023 (Engelska)Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 13, nr 9, s. 904-904Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
MDPI, 2023
Nyckelord
gifted, early childhood, preschool, assessment, curriculum, policy, Sweden
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogiskt arbete; Matematik
Identifikatorer
urn:nbn:se:kau:diva-96642 (URN)10.3390/educsci13090904 (DOI)001077106800001 ()2-s2.0-85172104486 (Scopus ID)
Tillgänglig från: 2023-09-08 Skapad: 2023-09-08 Senast uppdaterad: 2023-11-02Bibliografiskt granskad
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..
Öppna denna publikation i ny flik eller fönster >>Finding Patterns of Instructional Features Through A Latent Class Analysis
2023 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nationell ämneskategori
Annan matematik
Forskningsämne
Matematikdidaktik
Identifikatorer
urn:nbn:se:kau:diva-94582 (URN)
Konferens
European Conference on Educational Research (ECER), Glasgow, August 22-25, 2023.
Projekt
LISA
Tillgänglig från: 2023-05-08 Skapad: 2023-05-08 Senast uppdaterad: 2023-08-29Bibliografiskt granskad
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..
Öppna denna publikation i ny flik eller fönster >>Five minutes: Young students' understanding of time
2023 (Engelska)Konferensbidrag, Publicerat paper (Refereegranskat)
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’.

Nyckelord
Early mathematics, time, measurement, problem posing, realistic mathematics education
Nationell ämneskategori
Didaktik Lärande Annan matematik
Forskningsämne
Matematikdidaktik
Identifikatorer
urn:nbn:se:kau:diva-96484 (URN)
Konferens
CERME 13. 10-14 July, 2023. Budapest, Hungary.
Tillgänglig från: 2023-08-26 Skapad: 2023-08-26 Senast uppdaterad: 2023-08-31Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>From authorised visitor to key person – a trajectory of participation in teacher Facebook groups
2023 (Engelska)Ingår i: Education Inquiry, E-ISSN 2000-4508, Vol. 14, nr 4, s. 480-495Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2023
Nationell ämneskategori
Didaktik Utbildningsvetenskap
Forskningsämne
Ämnesdidaktik
Identifikatorer
urn:nbn:se:kau:diva-89866 (URN)10.1080/20004508.2022.2069931 (DOI)000799440900001 ()2-s2.0-85130604165 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 2015-01979
Tillgänglig från: 2022-05-19 Skapad: 2022-05-19 Senast uppdaterad: 2023-12-11Bibliografiskt granskad
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..
Öppna denna publikation i ny flik eller fönster >>How does children's participation in a problem-solving project affect their view on what it means to be taught and learn mathematics?
2023 (Engelska)Konferensbidrag, Publicerat paper (Refereegranskat)
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. 

Nationell ämneskategori
Didaktik Annan matematik
Forskningsämne
Matematikdidaktik; Matematikdidaktik
Identifikatorer
urn:nbn:se:kau:diva-97602 (URN)
Konferens
29th International Mathematical Views Conference (MAVI29), Vercelli, Italy, September 19-22, 2023.
Projekt
SMEER
Tillgänglig från: 2023-11-30 Skapad: 2023-11-30 Senast uppdaterad: 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.
Öppna denna publikation i ny flik eller fönster >>Lärares deltagande i praktiknära forskning
2023 (Svenska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
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. 

Nationell ämneskategori
Utbildningsvetenskap Annan matematik
Forskningsämne
Matematik
Identifikatorer
urn:nbn:se:kau:diva-94045 (URN)
Konferens
EMELI, Göteborg, 22-23 mars
Tillgänglig från: 2023-03-27 Skapad: 2023-03-27 Senast uppdaterad: 2023-04-05Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Lösa och formulera problemuppgifter i matematik
2023 (Svenska)Ingår i: Att undervisa barn i skolstartsålder / [ed] H. Ackesjö, K. Herrlin, Gleerups Utbildning AB , 2023, s. 52-65Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Gleerups Utbildning AB, 2023
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:kau:diva-97818 (URN)9789151110714 (ISBN)
Tillgänglig från: 2023-12-21 Skapad: 2023-12-21Bibliografiskt granskad
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.
Öppna denna publikation i ny flik eller fönster >>Metodiska refleksjoner om design forsknig i barnehagen
2023 (Norska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
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. 

Nationell ämneskategori
Annan matematik Utbildningsvetenskap
Forskningsämne
Matematikdidaktik
Identifikatorer
urn:nbn:se:kau:diva-94044 (URN)
Konferens
EMELI, Göteborg, 22-23 mars 2023
Tillgänglig från: 2023-03-27 Skapad: 2023-03-27 Senast uppdaterad: 2023-03-29Bibliografiskt granskad
van Bommel, J. & Mellroth, E. (2023). Online mathematics enrichment in regular classes. In: : . Paper presented at NERA, Oslo 15-17 mars, 2023.
Öppna denna publikation i ny flik eller fönster >>Online mathematics enrichment in regular classes
2023 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
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. 

Nationell ämneskategori
Utbildningsvetenskap Annan matematik
Forskningsämne
Matematikdidaktik
Identifikatorer
urn:nbn:se:kau:diva-94043 (URN)
Konferens
NERA, Oslo 15-17 mars, 2023
Projekt
GiftED
Tillgänglig från: 2023-03-27 Skapad: 2023-03-27 Senast uppdaterad: 2023-03-29Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-6525-9871

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