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Publications (10 of 36) Show all publications
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
Keyword
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: 2018-01-29
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: : . Paper presented at NORMA14.
Open this publication in new window or tab >>Paper or and digital: a study on combinatorics in preschool class.
2017 (English)Conference paper, Oral presentation with published abstract (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. 

Keyword
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)
Conference
NORMA14
Available from: 2018-02-08 Created: 2018-02-08 Last updated: 2018-02-08
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
Palmér, H. & van Bommel, J. (2017). Young students’ feelings towards problem solving tasks: what does “success” imply?. In: : . Paper presented at MAVI23, 23rd International Conference on Mathematical Views, Duisburg-Essen. Wednesday, October 4th to Friday, October 6th 2017..
Open this publication in new window or tab >>Young students’ feelings towards problem solving tasks: what does “success” imply?
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Mathematics Educational Sciences
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-66262 (URN)
Conference
MAVI23, 23rd International Conference on Mathematical Views, Duisburg-Essen. Wednesday, October 4th to Friday, October 6th 2017.
Available from: 2018-02-12 Created: 2018-02-12 Last updated: 2018-02-22Bibliographically approved
Palmér, H. & van Bommel, J. (2016). Problemlösning som utgångspunkt: Matematikundervisning i förskoleklass. Stockholm: Liber
Open this publication in new window or tab >>Problemlösning som utgångspunkt: Matematikundervisning i förskoleklass
2016 (Swedish)Book (Other (popular science, discussion, etc.))
Abstract [sv]

Förutom en introduktion till ett problemlösande arbetssätt presenteras genomförda problemuppgifter med tydliga kopplingar till styrdokumenten. Varje problemuppgift har testats och bearbetats, och i boken finns förslag till fördjupning eller förenkling av problemuppgifterna. Författarna ger även exempel på hur eleverna kan utvärdera både problemuppgifterna och det problemlösande arbetssättet. Boken vänder sig till blivande och verksamma lärare i förskola, förskoleklass och de tidiga skolåren.

Place, publisher, year, edition, pages
Stockholm: Liber, 2016. p. 112
Keyword
problemlösning, förskoleklass, matematik, matematikdidaktik
National Category
Didactics
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-41158 (URN)978-91-47-11715-4 (ISBN)
Available from: 2016-02-02 Created: 2016-03-29 Last updated: 2016-05-27Bibliographically approved
van Bommel, J. & Liljekvist, Y. (2015). Facebook and mathematics teachers’ professional development: Informing our community. In: Konrad Krainer; Naďa Vondrová (Ed.), CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Paper presented at CERME9 - The 9th Congress of European Research in Mathematic Education, 4-8 february 2015, Prag (pp. 2930-2936). Prag: Charles University Prag, 1
Open this publication in new window or tab >>Facebook and mathematics teachers’ professional development: Informing our community
2015 (English)In: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer; Naďa Vondrová, Prag: Charles University Prag , 2015, Vol. 1, p. 2930-2936Conference paper, Published paper (Refereed)
Abstract [en]

Nowadays, communication and cooperation on social network sites, such as Facebook, have become common. These sites are also used within teachers’ professional development in both formal and informal ways: they create and form new opportunities to communicate and cooperate. This paper discusses how mathematics teachers’ informal participation on social network sites can inform the mathematics education research community. 

Place, publisher, year, edition, pages
Prag: Charles University Prag, 2015
National Category
Didactics
Identifiers
urn:nbn:se:kau:diva-35937 (URN)978-80-7290-844-8 (ISBN)
Conference
CERME9 - The 9th Congress of European Research in Mathematic Education, 4-8 february 2015, Prag
Available from: 2015-04-30 Created: 2015-04-30 Last updated: 2017-10-05Bibliographically approved
van Bommel, J. & Palmér, H. (2015). From Solving Problems to Problem Solving: Primary School Teachers Developing Their Mathematics Teaching through Collaborative Professional Development. KAPET, 11(1), 72-89
Open this publication in new window or tab >>From Solving Problems to Problem Solving: Primary School Teachers Developing Their Mathematics Teaching through Collaborative Professional Development
2015 (English)In: KAPET, ISSN 1653-4743, Vol. 11, no 1, p. 72-89Article in journal (Other academic) Published
Abstract [en]

In many countries, problem solving in mathematics plays a substantial role in the syllabus, promoting the basic aim that pupils develop a deeper understanding of mathematics. However, in many countries there are few classrooms in which mathematics teaching through problem solving has truly been implemented. This article reports findings from a study of Swedish primary school teachers who, within a collaborative professional-development initiative, worked to improve their mathematics teaching, focusing on problem solving. Several studies have reported on the mathematical knowledge primary school teachers have, do not have, and ought to have. This article, however, does not evaluate the knowledge possessed by the teachers but instead focuses on how the professional collaborative learning initiative influenced the teachers' awareness of problem solving as content. The collaborative professional-development initiative had a cyclic design in which changes in the teachers' awareness became visible in their jointly produced lesson plans and pre-tests. Changes in these documents show how the role of problem solving in the teachers' mathematics classroom shifted in accordance with the historical development of problem solving as content in school: problem solving as a context, as a skill, and as an art.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2015
Keyword
problem solving, mathematics, learning study, professional development, teacher
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-38295 (URN)
Available from: 2015-11-05 Created: 2015-11-03 Last updated: 2016-02-11Bibliographically approved
van Bommel, J. (2015). Giving young children a mathematical challenge.. In: Innovation, Experimentatin and Adventure in early childhood: . Paper presented at EECERA - European Early Childhood Education Research Association, Barcelona 7-10 September 2015 (pp. 211-212).
Open this publication in new window or tab >>Giving young children a mathematical challenge.
2015 (English)In: Innovation, Experimentatin and Adventure in early childhood, 2015, p. 211-212Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper shows the implications of children (age 6) working with challenging mathematical problem-solving tasks in statistics.Historically mainly arithmetic has been taught in preschools (Saracho & Spodek, 2008) and Sarama & Clements (2009) state numbers and quantitative thinking as the main area of research for young children.The study presents results of a design-research project with the purpose of innovating and improving classroom practice (Cobb & Gravemeijer, 2008). The design was both process and utility oriented (van den Akker, Gravemeijer, McKenney, Nieveen, 2006) aiming at developing design theories regarding the learning in these designed settings.The task was to determine; What will the outcome be when I draw two beads out of a bag with two red and two yellow beads? First the children were to predict the outcome resulting in a bar-chart. The beads were then drawn thirty times while they, based on own strategies, documented the outcome. Finally the mathematical outcome was discussed and an explanation was found. Furthermore the documentation per se was focused on.The ethical regulations for research in Sweden where followed, where guardians and children approved the participation.The results of the documentation showed the following: The children had used a diversity in their documentation, corresponding to levels of abstraction. Few children managed to document both outcome and number of draws. During the discussion, they explored and tried to understand each other’s documentation. This task and children’s documentations supports the idea that challenging mathematical problem-solving tasks can (ought to) be used in early childhood mathematics education settings.

Keyword
problem solving, mathematics, probability, pre-school, documentation
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-41156 (URN)
Conference
EECERA - European Early Childhood Education Research Association, Barcelona 7-10 September 2015
Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2016-04-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6525-9871

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