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Mellroth, E., van Bommel, J. & Liljekvist, Y. (2019). Elementary teachers on orchestrating teaching for mathematically highly able pupils. The Montana Mathematics Enthusiast, 16(1-2)
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 1-2Article in journal (Refereed) In press
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.

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)
Available from: 2018-10-05 Created: 2018-10-05 Last updated: 2018-10-05
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
Mellroth, E., van Bommel, J. & Liljekvist, Y. (2018). Elementary teachers on orchestrating teaching for mathematically highly able pupils. The Montana Mathematics Enthusiast, 16(1), Article ID 8.
Open this publication in new window or tab >>Elementary teachers on orchestrating teaching for mathematically highly able pupils
2018 (English)In: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 16, no 1, article id 8Article in journal (Refereed) Published
Place, publisher, year, edition, pages
ScholarWorks at University of Montana, 2018
National Category
Mathematics Learning Didactics
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-69209 (URN)
Projects
SMEER
Available from: 2018-09-14 Created: 2018-09-14 Last updated: 2018-09-17Bibliographically approved
van Bommel, J. & Palmér, H. (2018). Enhancing young children’s understanding of a combinatorial task by using a duo of digital and physical artefacts. Early years
Open this publication in new window or tab >>Enhancing young children’s understanding of a combinatorial task by using a duo of digital and physical artefacts
2018 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421Article in journal (Refereed) Epub ahead of print
Abstract [en]

In mathematics education, digital tools have been used to enhance young children’s understanding of specific subject matter. In such implementations, the digital tool can replace, amplify or transform ‘ordinary’ mathematics teaching. In an initial study, systematization and duplication were identified as critical when young children were to solve a combinatorial task. Therefore, a digital version of the task was developed and combined with a non-digital version, to introduce the use of dual artefacts. The digital version of the task enabled the children to visually explore systematization as well as the principle of completion. After using this digital version of the task, the children’s written records became more systematic and included fewer duplications. We conclude that the digital version of the task reinforced young children’s understanding of the combinatorial task and that the use of dual artefacts enhanced children’s understanding of what a combinatorial problem encompasses.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
combinatorics, digital tools, Duo of artefacts, mathematics, representations
National Category
Educational Sciences
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-69133 (URN)10.1080/09575146.2018.1501553 (DOI)2-s2.0-85052126734 (Scopus ID)
Available from: 2018-09-07 Created: 2018-09-07 Last updated: 2018-09-17Bibliographically approved
van Bommel, J., Palmér, H. & Liljekvist, Y. (2018). Matematikuppgifter: varför, vad, när, hur, och för vem?. In: Maria Johansson (Ed.), Att bli lärare i matematik.: (pp. 61-84). Stockholm: Liber
Open this publication in new window or tab >>Matematikuppgifter: varför, vad, när, hur, och för vem?
2018 (English)In: Att bli lärare i matematik. / [ed] Maria Johansson, Stockholm: Liber, 2018, p. 61-84Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2018
Keywords
Uppgift, exempel, Educational Sciences, utbildningsvetenskap
National Category
Educational Sciences
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-65994 (URN)978-91-47-12258-5 (ISBN)
Available from: 2018-01-29 Created: 2018-01-29 Last updated: 2018-05-22Bibliographically approved
Palmér, H. & van Bommel, J. (2018). The role of and connection between systematization and representation when young children work on a combinatorial task. European Early Childhood Education Research Journal, 1-13
Open this publication in new window or tab >>The role of and connection between systematization and representation when young children work on a combinatorial task
2018 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, p. 1-13Article in journal (Refereed) Epub ahead of print
Place, publisher, year, edition, pages
Abingdon-on-Thames, Storbritanien: Routledge, 2018
National Category
Educational Sciences
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-68013 (URN)10.1080/1350293X.2018.1487141 (DOI)000438637100008 ()
Projects
Problemlösning i förskoleklass
Available from: 2018-06-26 Created: 2018-06-26 Last updated: 2018-08-16Bibliographically approved
Bergqvist, T., Liljekvist, Y., van Bommel, J. & Österholm, M. (2017). Evaluation of a large scale professional development program. In: Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H. (Ed.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education: Volume 2. Paper presented at The 41st Conference of the International Group for the Psychology of Mathematics Education, Singapore, 17-22 July, 2017 (pp. 153-160). Singapore: PME
Open this publication in new window or tab >>Evaluation of a large scale professional development program
2017 (English)In: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education: Volume 2 / [ed] Kaur, B., Ho, W.K., Toh, T.L., & Choy, B.H., Singapore: PME , 2017, p. 153-160Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports on an evaluation of the professional development program Boost for Mathematics in Sweden. 200 mathematics lessons were visited, and the teachers were interviewed after each lesson.The analysis used an analytical framework based on Lithner et al. (2010).The findings indicate that the PD-program has had a significant impact on the teachers’ knowledge about the mathematical competencies as they are presented in the national curriculum documents, and that the teaching practice has improved and give the students better possibilities todevelop the competencies.The results also show that these improvements are still present one year after the program had ended.

Place, publisher, year, edition, pages
Singapore: PME, 2017
National Category
Educational Sciences
Research subject
Education; Mathematics
Identifiers
urn:nbn:se:kau:diva-66038 (URN)
Conference
The 41st Conference of the International Group for the Psychology of Mathematics Education, Singapore, 17-22 July, 2017
Note

http://umu.diva-portal.org/smash/get/diva2:1133281/FULLTEXT01.pdf

Available from: 2018-01-31 Created: 2018-01-31 Last updated: 2018-02-22Bibliographically approved
Palmér, H. & van Bommel, J. (2017). Exploring the role of representations when young children solve a combinatorial task. In: J. Häggström, E. Norén, J. van Bommel, J. Sayers, O. Helenius, Y. Liljekvist (Ed.), ICT in mathematics education: the future and the realities. Proceedings of MADIF 10
  The tenth research seminar of the Swedish Society for Research in Mathematics Education,
Karlstad, January 26–27, 2016. Paper presented at MaDif 10: tionde matematikdidaktiska forskningsseminariet med Svensk förening för matematikdidaktisk forskning (SMDF) - ICT in mathematics education: the future and the realities. Karlstad, 26-27 januari 2016. Linköping: SMDF
Open this publication in new window or tab >>Exploring the role of representations when young children solve a combinatorial task
2017 (English)In: ICT in mathematics education: the future and the realities. Proceedings of MADIF 10
  The tenth research seminar of the Swedish Society for Research in Mathematics Education,
Karlstad, January 26–27, 2016 / [ed] J. Häggström, E. Norén, J. van Bommel, J. Sayers, O. Helenius, Y. Liljekvist, Linköping: SMDF , 2017Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Linköping: SMDF, 2017
Series
Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274 ; 11
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-39858 (URN)978-91-984024-0-7 (ISBN)
Conference
MaDif 10: tionde matematikdidaktiska forskningsseminariet med Svensk förening för matematikdidaktisk forskning (SMDF) - ICT in mathematics education: the future and the realities. Karlstad, 26-27 januari 2016
Note

konferenseproceedings kommer att publiceras ca juni 2016

Available from: 2016-02-10 Created: 2016-02-10 Last updated: 2017-03-30Bibliographically approved
van Bommel, J. & Palmér, H. (2017). Paper or and digital: A study on combinatorics in preschool class. In: E. Norén, H. Palmér & A. Cooke (Ed.), NORMA 17: Nordic Research in Mathematics Education. Paper presented at NORMA17 The Eighth Nordic Conference on Mathematics Education, Stockholm, 30 May – 2 June 2017. Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF
Open this publication in new window or tab >>Paper or and digital: A study on combinatorics in preschool class
2017 (English)In: NORMA 17: Nordic Research in Mathematics Education / [ed] E. Norén, H. Palmér & A. Cooke, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017Conference paper, Published paper (Refereed)
Abstract [en]

In a design research study conducted in Swedish preschool class, children were asked: In how many ways can three toy bears sit in a sofa? In the initial design cycle the children who used pictographic representations seemed to make more systematic solutions with less duplications than children who used iconic representations. A later design cycle involved a digital application that was designed to provide an opportunity to work with pictographic representations on a semi-concrete level. In this paper, we make a comparison of paper and pencil documentation made by children who have used, respective not have used; the digital application. The results indicate that working with the digital application resulted in more systematic paper and pencil documentation with fewer duplications. 

Place, publisher, year, edition, pages
Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017
Series
Skrifter från SMDF ; 12
Keywords
Combinatorics, systematization, children’s documentation, semi-concrete, digital application
National Category
Educational Sciences Mathematics
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-66171 (URN)978-91-984024-1-4 (ISBN)
Conference
NORMA17 The Eighth Nordic Conference on Mathematics Education, Stockholm, 30 May – 2 June 2017
Note

Titelns "or" är i konferensbidraget genomstruket.

Available from: 2018-02-08 Created: 2018-02-08 Last updated: 2018-07-06Bibliographically approved
Randahl, A.-C., Olin-Scheller, C., van Bommel, J. & Liljekvist, Y. (2017). Svensklärare på sociala medier: En ämnesdidaktisk analys av tre svensklärargrupper på Facebook. In: Ljung-Egeland, B., Olin-Scheller, C., Tanner, M. & Tengberg, M. (Ed.), Tolfte nationella konferensen i svenska med didaktisk inriktning : textkulturer: Karlstad 24-25 november 2016 (pp. 259-276). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Svensklärare på sociala medier: En ämnesdidaktisk analys av tre svensklärargrupper på Facebook
2017 (Swedish)In: Tolfte nationella konferensen i svenska med didaktisk inriktning : textkulturer: Karlstad 24-25 november 2016 / [ed] Ljung-Egeland, B., Olin-Scheller, C., Tanner, M. & Tengberg, M., Karlstad: Karlstads universitet, 2017, p. 259-276Chapter in book (Refereed)
Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2017
Series
Nationella nätverket för svenska med didaktisk inriktning, ISSN 1651-9132
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-65124 (URN)978-91-7063-825-1 (ISBN)978-91-7063-920-3 (ISBN)
Projects
Fortbildning på Facebook
Funder
Swedish Research Council, 2015-01979
Available from: 2017-11-06 Created: 2017-11-06 Last updated: 2018-02-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6525-9871

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