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Publications (10 of 67) Show all publications
van Bommel, J. & Palmér, H. (2020). Matematikundervisning i förskoleklass. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Matematikundervisning i förskoleklass
2020 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2020. p. 110
National Category
Other Mathematics Didactics Learning
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-76146 (URN)9789144132570 (ISBN)
Projects
Problemlösning i förskoleklass
Available from: 2020-01-09 Created: 2020-01-09 Last updated: 2020-01-09Bibliographically approved
van Bommel, J., Randahl, A.-C., Liljekvist, Y. & Ruthven, K. (2020). Tracing teachers’ transformation of knowledge in social media. Teaching and Teacher Education: An International Journal of Research and Studies, 87, 1-9, Article ID 102958.
Open this publication in new window or tab >>Tracing teachers’ transformation of knowledge in social media
2020 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 87, p. 1-9, article id 102958Article in journal (Refereed) Published
Abstract [en]

Social media represent an increasingly important vehicle for informal professional development amongst teachers, and provide an illuminating means of tracing their collective knowledge building. The study reported here examines six large Facebook groups, created by and for teachers in Sweden, to exchange information about the teaching of mathematics and Swedish. Analysis establishes that professional knowledge was made available in 86% of discussion threads, most commonly relating to Shulman's categories of Knowledge of Learners, Curricular Knowledge, and Pedagogical Content Knowledge. Participants acknowledged opportunities for professional learning in 88% of such threads, and showed new understanding in 11%, particularly in longer threads.

Place, publisher, year, edition, pages
Elsevier, 2020
National Category
Educational Sciences
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-75736 (URN)10.1016/j.tate.2019.102958 (DOI)000501408400020 ()
Available from: 2019-11-12 Created: 2019-11-12 Last updated: 2020-01-09Bibliographically approved
Palmér, H. & van Bommel, J. (2020). Young students posing problem‑solving tasks: what does posinga similar task imply to students?. ZDM - the International Journal on Mathematics Education
Open this publication in new window or tab >>Young students posing problem‑solving tasks: what does posinga similar task imply to students?
2020 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704Article in journal (Refereed) Published
Abstract [en]

This paper focuses on problem solving and problem posing in mathematics education with 6-year-olds. After working ona problem-solving activity, the young students were asked to pose a similar task to a friend. This article explores how thestudents interpret the notion of similar. To be able to pose a problem-solving task themselves the students had to changeperspective, from searching for information to providing information, and from searching for a solution to searching for aquestion. Also, to create a similar task the students had to reflect on the original problem-solving task. Thus, their posedtasks shed light on their interpretation of what the original problem-solving task was really about. The results show that thelarge majority of the students included some three-dimensional aspects from the original problem-solving task in their posedtasks. However, the questions they posed varied in terms of whether or not they included mathematical elements.

Place, publisher, year, edition, pages
Springer Berlin/Heidelberg, 2020
Keywords
Problem solving, Problem posing, Problem-solving task, Early childhood, Preschool class, Threedimensional geometry
National Category
Other Mathematics Didactics Learning
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-76339 (URN)10.1007/s11858-020-01129-x (DOI)
Projects
Problemlösning i förskoleklass
Available from: 2020-01-21 Created: 2020-01-21 Last updated: 2020-01-21
van Bommel, J. & Palmér, H. (2019). Book Review: Building the foundation: Whole numbersin the primary grades. Maria G. Bartolini Bussi and Xu Hua Sun(Eds.) (2018) The 23rd ICMI study – new ICMI study series. Educational Studies in Mathematics, 100(2), 193-199
Open this publication in new window or tab >>Book Review: Building the foundation: Whole numbersin the primary grades. Maria G. Bartolini Bussi and Xu Hua Sun(Eds.) (2018) The 23rd ICMI study – new ICMI study series
2019 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 100, no 2, p. 193-199Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Netherlands: , 2019
National Category
Didactics
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-70791 (URN)10.1007/s10649-018-9866-8 (DOI)000456653100005 ()
Projects
Problemlösning i förskoleklass
Available from: 2019-01-24 Created: 2019-01-24 Last updated: 2019-03-07Bibliographically approved
van Bommel, J. & Liljekvist, Y. (2019). Docentföreläsningar i Matematikens didaktik: Karlstads universitet 12 juni 2019. Karlstad: Karlstads universitet
Open this publication in new window or tab >>Docentföreläsningar i Matematikens didaktik: Karlstads universitet 12 juni 2019
2019 (Swedish)Report (Refereed)
Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2019
Series
Working Papers in Mathematics Education ; 2019:1
Keywords
Problemlösning, förskoleklass, undervisningstraditioner, lärares professionalisering
National Category
Didactics
Identifiers
urn:nbn:se:kau:diva-75896 (URN)978-91-7867-084-0 (ISBN)
Available from: 2019-12-09 Created: 2019-12-09 Last updated: 2019-12-12
Mellroth, E., van Bommel, J. & Liljekvist, Y. (2019). Elementary teachers on orchestrating teaching for mathematically highly able pupils. The Montana Mathematics Enthusiast, 16(1-3), 127-153, Article ID 8.
Open this publication in new window or tab >>Elementary teachers on orchestrating teaching for mathematically highly able pupils
2019 (English)In: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 16, no 1-3, p. 127-153, article id 8Article in journal (Refereed) Published
Abstract [en]

Studies on high ability in mathematics rarely take a teacher’s perspective. The purpose of our study is to add such a perspective, which we will do by using positioning theory to analyze elementary teachers’ discussions on mathematical tasks, aiming to challenge all pupils, including the highly able. The study is conducted in the context of a two-year long teacher professional development program on high ability. Teachers expressed both their teaching and the mathematical tasks as helpful in orchestrating teaching suitable for highly able pupils. They highlight the opportunities given by some tasks as well as the importance of guiding highly able pupils to go further in such tasks. However, they expressed their own limited mathematical knowledge and time needed for pupils with learning difficulties as obstacles to orchestrate teaching for the highly able. The results show that it is important to, in close cooperation with teachers, further explore how to orchestrate teaching that challenges highly able pupils.

Place, publisher, year, edition, pages
University of Montana, 2019
Keywords
High ability, Mathematics, Positioning theory, Professional development, Teachers
National Category
Pedagogical Work Mathematics
Research subject
Educational Work; Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-69486 (URN)000484167900009 ()
Available from: 2018-10-05 Created: 2018-10-05 Last updated: 2019-10-02Bibliographically approved
Liljekvist, Y., van Bommel, J., Randahl, A.-C. & Olin-Scheller, C. (2019). Multi-theoretical approach when researching mathematics teachers’ professional development in self-organized online groups. In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) ⟨hal-02418200⟩: . Paper presented at Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands..
Open this publication in new window or tab >>Multi-theoretical approach when researching mathematics teachers’ professional development in self-organized online groups
2019 (English)In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) ⟨hal-02418200⟩, 2019Conference paper (Refereed)
Abstract [en]

Teachers worldwide are using social media as a professional development resource. In studying social media as ‘a place’ for teachers’ professional development, we investigated large Facebook groups with themes connected to teaching and learning in compulsory schools. The interaction in these groups was analysed within the framework of systemic functional grammar. In order to reveal knowledge known and shared by teachers as a community, we have also used Shulman’s (1987) framework. Most posts received responses and this response is in line with the expected response pattern. The speech functions ‘Questions’ and ‘Offers’ were most common. Further, most posts addressed subject specific knowledge. The multi-theoretical approach used when researching mathematics teachers’ professional development in self-organized online groups showed that these large Facebook groups facilitated professional learning.

Keywords
Functional grammar, Mathematics teachers, PCK, Professional developement, Social media
National Category
Other Mathematics Didactics Learning
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-76572 (URN)
Conference
Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands.
Projects
Fortbildning på Facebook, SMEER, ROSE
Available from: 2020-01-29 Created: 2020-01-29 Last updated: 2020-01-29
van Bommel, J. & Palmér, H. (2019). Resonemang genom problemlösning. Skolverket
Open this publication in new window or tab >>Resonemang genom problemlösning
2019 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Skolverket, 2019
National Category
Other Mathematics Didactics Learning
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-76135 (URN)
Projects
Problemlösning i förskoleklass
Available from: 2020-01-07 Created: 2020-01-07 Last updated: 2020-01-07
Pettersson, A., Liljekvist, Y. & van Bommel, J. (2019). Studying concept elements as away to trace students’ conceptual understanding. Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], 24(1), 5-26
Open this publication in new window or tab >>Studying concept elements as away to trace students’ conceptual understanding
2019 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, no 1, p. 5-26Article in journal (Refereed) Published
Abstract [en]

The understanding of mathematical concepts has been described in terms of conceptdefinition and concept image. We suggest an elaboration of these constructs, theconcept element, to find a way to theoretically describe students’ understanding.The concept element construct was tested in a setting with students working withlinear functions at the secondary school level. Our empirical findings reveal tracesof students’ concept elements regarding linear functions. Some concept elementsappeared early in the process while others appeared after a cognitive conflict (e.g.evoked by the task construction and setting). The detailed grid on which concept elementsare defined was a useful tool, yielding new insights into students’ knowledgeand understanding.

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2019
National Category
Educational Sciences
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-71839 (URN)
Available from: 2019-04-15 Created: 2019-04-15 Last updated: 2019-04-15Bibliographically approved
van Bommel, J., Liljekvist, Y. & Olin-Scheller, C. (2018). Capturing, Managing and Analyzing Teachers' Informal Professional Development on Social Media.
Open this publication in new window or tab >>Capturing, Managing and Analyzing Teachers' Informal Professional Development on Social Media
2018 (English)Report (Refereed)
Abstract [en]

Teachers’ professional discussions have now expanded onto different platforms on social media. Collecting such digital open accessible data from social media brings new challenges for educational researchers. Teachers’ discussions on Facebook are the focus of this study and the methodological issues coming from capturing, managing and analyzing our data are explored.

Different social media generate different types of data and the difference between dialogical and monological communication becomes clear. Further, the issue of anonymity requires special attention, as one has to redefine what can be considered public information. As the data is relatively easy to gather, it can result in large quantities and a stratified sample of the data is suggested, both for qualitative and generalizable results.

This report aims to convey our findings but also raises some unresolved questions, for instance concerning the use of different modalities or future technological development. 

Series
Working Papers in Mathematics Education ; 2018:1
Keywords
data collection, methodological concerns, professional development, social media, teachers
National Category
Educational Sciences
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-65315 (URN)978-91-7063-921-0 (ISBN)
Funder
Swedish Research Council, 2015-01979
Available from: 2017-12-06 Created: 2017-12-06 Last updated: 2018-06-26Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6525-9871

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