Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 31) Show all publications
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
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. 112 p.
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, 2930-2936 p.Conference 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, 72-89 p.Article 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, 211-212 p.Conference 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
Palmér, H., van Bommel, J. & Ebbelind, A. (2015). How about teaching young children mathematics through challenging problem solving?: Symposium. In: : . Paper presented at The 25th conference of EECERA (European Early Childhood Education Research Association), Barcelona 7-10 September 2015 (pp. 211-212). .
Open this publication in new window or tab >>How about teaching young children mathematics through challenging problem solving?: Symposium
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

A considerable amount of research shows that it is both possible and plausible to teach young children mathematics. However, there is less agreement regarding the content and the framing of such teaching. In this symposium we will present and discuss possibilities with teaching young children mathematics through challenging problem solving. Based on empirical studies of children 3-6 years old we will imply that it is both possible and plausible to teach young children mathematics through challenging problem solving. This since the children in the presented studies both learn a lot of mathematics and enjoy the activities they are involved in.

Keyword
mathematics, problem solving, preschool, design research, intervention
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-41157 (URN)
Conference
The 25th conference of EECERA (European Early Childhood Education Research Association), Barcelona 7-10 September 2015
Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2016-06-02Bibliographically approved
van Bommel, J. & Palmér, H. (2015). How to solve it: Students’ communication when solving problems in groups. In: Silfverberg, H.; Kärki, T.; Hannula, M. S. (Ed.), Nordic research in mathematics education: Proceedings of NORMA14, Turku, June 3–6, 2014. Paper presented at The Seventh Nordic Conference on Mathematics Education, NORMA 14 "Nordic research in mathematics education" - Turku (Åbo), Finland, 3-6 June 2014 (pp. 329-338). Turku: The Finnish Research Association for Subject Didactics.
Open this publication in new window or tab >>How to solve it: Students’ communication when solving problems in groups
2015 (English)In: Nordic research in mathematics education: Proceedings of NORMA14, Turku, June 3–6, 2014 / [ed] Silfverberg, H.; Kärki, T.; Hannula, M. S., Turku: The Finnish Research Association for Subject Didactics , 2015, 329-338 p.Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Turku: The Finnish Research Association for Subject Didactics, 2015
Series
Studies in Subject Didactics, ISSN 1799-960X ; 10
Keyword
problem solving, learning study, professional development
National Category
Educational Sciences
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-39218 (URN)978-952-5993-17-2 (ISBN)
Conference
The Seventh Nordic Conference on Mathematics Education, NORMA 14 "Nordic research in mathematics education" - Turku (Åbo), Finland, 3-6 June 2014
Available from: 2016-02-03 Created: 2016-02-03 Last updated: 2017-01-30Bibliographically approved
van Bommel, J., Liljekvist, Y. & Olin-Scheller, C. (2015). Making the invisible visible: on professional development initiated by the teachers themselves. In: : . Paper presented at Next Generation Learning - NGL 2015, 18-19 nov. Falun Sweden. .
Open this publication in new window or tab >>Making the invisible visible: on professional development initiated by the teachers themselves
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

New technology provides teachers with a variety of ways for choosing forms and content of professional development. Teachers in Sweden widely use Facebook as a way of professional development. Within Facebook teachers create groups and pose questions and responses in issues regarding teaching they themselves choose. Our research focuses on the subjects mathematics and Swedish and maps what kind of questions and comments teachers post in relation to the different parts of pedagogical content knowledge (PCK), as described by Shulman.

Our question is if there are specific parts of PCK that appear of more interest in such Facebook groups. The outcome has implications for pre-service and in-service teacher education as the outcome will inform on challenges and difficulties teachers encounter once practicing as a teacher. Such challenges and difficulties have previously been hidden as teachers have not publically discussed these issues

Keyword
Professional development, PCK, Facebook
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-40380 (URN)
Conference
Next Generation Learning - NGL 2015, 18-19 nov. Falun Sweden
Note

http://www.du.se/Global/dokument/NGL/NGL2015/bookofabstract_2015.pdf

sida 9

tror inte konferensen kommer att publicera något annat än denna proceedings.

Available from: 2016-02-16 Created: 2016-02-16 Last updated: 2017-10-05Bibliographically approved
van Bommel, J. (2014). Att få de rätta felsvaren. In: Karin Wallby, Ulrica Dahlberg, Ola Helenius, Johan Häggström och Anders Wallby (Ed.), Matematikundervisning i praktiken: (pp. 261-266). Göteborg: Nationellt centrum för matematikutbildning (NCM).
Open this publication in new window or tab >>Att få de rätta felsvaren
2014 (Swedish)In: Matematikundervisning i praktiken / [ed] Karin Wallby, Ulrica Dahlberg, Ola Helenius, Johan Häggström och Anders Wallby, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2014, 261-266 p.Chapter in book (Refereed)
Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2014
Series
Nämnaren Tema, ISSN 0348-2723 ; 10
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-33830 (URN)9789185143245 (ISBN)
Available from: 2014-09-25 Created: 2014-09-25 Last updated: 2016-11-24Bibliographically approved
van Bommel, J. (2014). Een learning study voor het verbeteren van het onderwijs in rekendidactiek aan een lerarenopleiding. Panama-Post, 33, 27-34.
Open this publication in new window or tab >>Een learning study voor het verbeteren van het onderwijs in rekendidactiek aan een lerarenopleiding
2014 (Dutch; Flemish)In: Panama-Post, ISSN 1877-444X, Vol. 33, 27-34 p.Article in journal (Refereed) Published
Abstract [nl]

 Dit artikel beschrijft een studie met als doel: het verbeteren van onderwijzen van rekendidactiek. Gedurende drie lessen werd in een module rekendidaktiek een Learning Study  uitgevoerd, waarbij de lessen systematisch geanalyseerd werden met behulp van variatietheorie. Vijf onderdelen van Mathematical Knowledge for Teaching  (MKT ) vormden het leerobject en voor dit leerobject werden vier kritische aspecten gevonden. Het kunnen formuleren van doelen voor een les, gedetailleerde beschrijvingen kunnen geven van onderdelen in een lesvoorbereiding, een adequate wiskundige kennis bezitten en een rol kunnen aannemen als rekenleerkracht, blijken noodzakelijk om het leren van MKT  mogelijk te maken.

Abstract [en]

 The aim of the study described in this article was to improve the teaching of the didactics of mathematics. A Learning Study was conducted during a course in the didactics of mathematics at a teacher training college, and three lessons were planned and analysed with the help of variation theory. The object of learning consisted of five elements of Mathematical  Knowledge for Teaching (MKT ) and for this object of learning, four critical features were found. To be able to formulate goals for a lesson, to be able to give detailed descriptions, to have adequate mathematical knowledge and to be able to take a role as a mathematics teacher appeared to be necessary for understanding the object of learning, MKT .

Place, publisher, year, edition, pages
Utrecht: Universiteit Utrecht Freudenthal Institute, 2014
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-32049 (URN)
Available from: 2014-05-08 Created: 2014-05-08 Last updated: 2016-02-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6525-9871

Search in DiVA

Show all publications