Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 14) Show all publications
Mellroth, E. (2020). Teachers' Views on Teaching Highly Able Pupils in a Heterogeneous Mathematics Classroom. Scandinavian Journal of Educational Research, 1-19
Open this publication in new window or tab >>Teachers' Views on Teaching Highly Able Pupils in a Heterogeneous Mathematics Classroom
2020 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, p. 1-19Article in journal (Refereed) Epub ahead of print
Abstract [en]

Aiming to bring teachers' perspectives to research, teachers' (N = 12) discussions are explored in the context of a professional development program on teaching highly able pupils (HAPs) mathematics. The findings show that the teachers perceive they have the competence to recognize HAPs, for example through continuous assessment. However, they express that collaboration with colleagues is necessary and that they would like their principals' acknowledgement for their competence. They connect and verbalize their practical expertise with theories of teaching HAPs and demonstrate several criteria for teaching that successfully meet pupils' learning needs in heterogeneous classrooms. Thus, they feel confident in how to orchestrate teaching that is inclusive of HAPs in heterogeneous mathematics classrooms.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Differentiated education, highly able pupils, positioning theory, teachers
National Category
Educational Sciences
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-76944 (URN)10.1080/00313831.2020.1716065 (DOI)000508807200001 ()
Available from: 2020-02-20 Created: 2020-02-20 Last updated: 2020-02-27Bibliographically approved
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
Mellroth, E. (2019). Sverige och undervisning av elever med särskild begåvning i slutet av 2018. Kognition og Pædagogik: Tidskrift om gode læringsmiljøer, 29(111-112), 42-47
Open this publication in new window or tab >>Sverige och undervisning av elever med särskild begåvning i slutet av 2018
2019 (Swedish)In: Kognition og Pædagogik: Tidskrift om gode læringsmiljøer, ISSN 0906-6225, Vol. 29, no 111-112, p. 42-47Article in journal, Editorial material (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Denna artikel bygger på en historisk beskrivning hur undervisning av elever med särskild begåvade börjat ta plats i det svenska skolsystemet. Syftet med artikeln är att ge en bild av hur långt Sverige har kommit, i slutet av 2018, i utvecklingen av undervisning av elever med särskild begåvning. Det historiska perspektivet är tänkt att ge läsaren en bättre förståelse och bakgrund till lägesbeskrivningen. Artikeln avslutas med en kort summering, samt förslag på prioriterade satsningar för att lyckas med att etablera hållbara strukturer för undervisning av dessa barn och elever.

Place, publisher, year, edition, pages
Århus: Dansk psykologisk Forlag, 2019
National Category
Pedagogical Work
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-75218 (URN)
Available from: 2019-10-10 Created: 2019-10-10 Last updated: 2020-02-27Bibliographically approved
Mellroth, E. (2019). Swedish teachers’ perspectives on educating highly able pupils. In: K. Pamperien & A. Pöhls (Ed.), Alle Talente wertschätzen grenz- und beziehungsgebiete der Mathematikdidaktik ausschöpfen: Festschrift für Marianne Nolte. Münster: VTM-Verlag
Open this publication in new window or tab >>Swedish teachers’ perspectives on educating highly able pupils
2019 (English)In: Alle Talente wertschätzen grenz- und beziehungsgebiete der Mathematikdidaktik ausschöpfen: Festschrift für Marianne Nolte / [ed] K. Pamperien & A. Pöhls, Münster: VTM-Verlag , 2019Chapter in book (Other academic)
Abstract [en]

This text is a brief summary of two studies presented in my doctoral thesis. The aim of the studies was to capture teachers’ perspectives on orchestrating teaching of mathematically highly able pupils (MHAPs) in diverse classroom. Positioning theory was used to analyze teachers’ (N=17) discussions in the context of a long term (two-year, 120 h) professional development programme on gifted education. The results show that, when teachers connect theories of gifted education with their teaching expertise, they express possibilities and obstacles, but also rights and duties, in their professional task, to include MHAPs in classroom learning. The teachers express a duty to collaborate with colleagues to meet the learning needs of MHAPs. Differentiation and well-composed mathematical tasks are suggested as possible ways of catering for those needs. Through the lens of positioning theory, the results show that teachers have deep knowledge of what constitutes high ability and that they have the power to orchestrate teaching to meet the needs of MHAPs. Whether they can or do use this power, however, is a question yet to be explored.

Place, publisher, year, edition, pages
Münster: VTM-Verlag, 2019
National Category
Mathematics Pedagogical Work
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-77067 (URN)978-3-95987-121-1 (ISBN)
Available from: 2020-02-26 Created: 2020-02-26 Last updated: 2020-03-02Bibliographically approved
Mellroth, E. (2018). Harnessing teachers’ perspectives: Recognizing mathematically highly able pupils and orchestrating teaching for them in a diverse ability classroom. (Doctoral dissertation). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Harnessing teachers’ perspectives: Recognizing mathematically highly able pupils and orchestrating teaching for them in a diverse ability classroom
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

There is a lack of research that explores teachers’ perspectives on teaching highly able pupils (HAPs) in the diverse ability classroom. Instead, pupils’ perspectives are common, such studies often concluding that teachers need more professional development or that they fail to support HAPs. Consequently, previous research does not support teachers in how to implement teaching that includes HAPs. This thesis aims to harness teachers’ perspectives of pedagogical possibilities that enable learning opportunities for mathematically highly able pupils (MHAPs). By comparing pupils’ (n=264) relative achievement on two different tests, traditional and non-traditional, the first part of this thesis explores teachers’ possibilities to recognize MHAPs. The results show that pupils who achieved highly on the non-traditional test, but not on the other, have higher problem-solving competence compared to pupils who achieved highly on the traditional test instead. The second part presents a teacher-initiated investigation of pupils’ perceptions of challenging mathematical tasks. The findings indicate that the developed tool can help teachers find suitable tasks for MHAPs. The final part uses positioning theory to analyze teachers’ (N=17) discussions and probe their perceptions on orchestrating teaching MHAPs. The findings show that the teachers have knowledge of how to recognize and support MHAPs. Specifically, the teachers express possibilities with challenging tasks and differentiated education to meet MHAPs’ learning needs. Furthermore, the teachers perceived fewer rights than duties to orchestrate teaching for MHAPs’, for example, to continuously asses them. The studies in this thesis support teachers to orchestrate teaching including MHAPs in the diverse ability classroom. Both practice and research can be guided by what the teachers in these studies perceived as possible to do to orchestrate such teaching. Thereby support is given to teachers, from teachers, through research.

Abstract [en]

This thesis harnesses teachers’ perspectives of pedagogical possibilities that enable learning opportunities for mathematically highly able pupils (MHAPs). Firstly, teachers’ possibilities to recognize MHAPs through assessment are explored. The results show that pupils with high problem-solving competence can achieve highly on a non-traditional test, whereas they do not on traditional tests. Secondly, a teacher-initiated investigation of pupils’ perceptions of challenging mathematical tasks is presented. The findings indicate that a developed tool can help teachers find suitable tasks for MHAPs. Finally, teachers’ (N=17) discussions are analysed and their perceptions on orchestrating teaching MHAPs are probed. The findings show that the teachers have knowledge of how to recognize and support MHAPs. Specifically, the teachers express possibilities with challenging tasks and differentiated education. Furthermore, the teachers perceived they have knowledge and competence to orchestrate teaching for MHAPs. The findings show that their knowledge is consistent with previous research on teaching highly able pupils (HAPs) to meet their learning needs. This thesis gives support, on orchestrating teaching that includes HAPs in learning, to teachers, from teachers, through research.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018. p. 126
Series
Karlstad University Studies, ISSN 1403-8099 ; 2018:45
Keywords
High ability, Gifted education, Professional development, Mathematics, Differentiated education, Inclusive education, Teachers, Positioning theory
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-69485 (URN)978-91-7063-882-4 (ISBN)978-91-7063-977-7 (ISBN)
Public defence
2018-12-10, Nyquistsalen, 9C 203, Karlstad, 10:00 (English)
Opponent
Supervisors
Available from: 2018-11-19 Created: 2018-10-05 Last updated: 2018-11-20Bibliographically approved
Mellroth, E. & Thyberg, A. (2018). Spielfelder. In: Ralf Benölken, Nina Berlinger und Marcel Veber (Ed.), Alle zusammen!: Offene, substanzielle Problemfelder als Gestaltungsbaustein für inklusiven Mathematikunterricht (pp. 37-49). Münster: WTM Verlag für wissenschafliche Texte und Medien Münster
Open this publication in new window or tab >>Spielfelder
2018 (German)In: Alle zusammen!: Offene, substanzielle Problemfelder als Gestaltungsbaustein für inklusiven Mathematikunterricht / [ed] Ralf Benölken, Nina Berlinger und Marcel Veber, Münster: WTM Verlag für wissenschafliche Texte und Medien Münster , 2018, p. 37-49Chapter in book (Refereed)
Place, publisher, year, edition, pages
Münster: WTM Verlag für wissenschafliche Texte und Medien Münster, 2018
National Category
Didactics Mathematics
Research subject
Mathematics didactics
Identifiers
urn:nbn:se:kau:diva-69592 (URN)978-3-95987-091-7 (ISBN)
Available from: 2018-10-12 Created: 2018-10-12 Last updated: 2019-02-26Bibliographically approved
Liljekvist, Y., Mellroth, E., Olsson, J. & Boesen, J. (2017). Conceptualizing a local instruction theory in design research: Report from a symposium. In: Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne 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: . Paper presented at MADIF10, The tenth research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 26–27, 2016 (pp. 119-128). Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF
Open this publication in new window or tab >>Conceptualizing a local instruction theory in design research: Report from a symposium
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 / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017, p. 119-128Conference paper, Published paper (Refereed)
Abstract [en]

This is a report on the discussions (and post-reflections) of the MADIF10 symposium ”Conceptualizing a local instructional theory in design research”. Linking the discussion to Koeno Gravemeijer’s keynote at MADIF9 and drawing on different ongoing research projects, the aim of the symposium was to discuss [examples of] the operationalization of design principles in order to deepen the understanding of some theoretical concepts in design research. The contribution of the symposium is the interpretation of how local instruction theory interrelates with other concepts in design research, for instance, the hypothetical learning trajectory. The role of the concepts as both design tools and as outcomes was presented and discussed.

Place, publisher, year, edition, pages
Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017
Series
Skrifter från Svensk Förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 11
National Category
Mathematics Didactics
Research subject
Mathematics
Identifiers
urn:nbn:se:kau:diva-69264 (URN)978-91-984024-0-7 (ISBN)
Conference
MADIF10, The tenth research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 26–27, 2016
Available from: 2018-09-17 Created: 2018-09-17 Last updated: 2019-09-11Bibliographically approved
Mellroth, E. (2017). The suitability of rich learning tasks from a pupil perspective. In: CERME 10: Proceedings of the Tenth Congress of European Society for Research in Marhematics Education: . Paper presented at The Tenth Congress of the European Society for Research in Mathematics Education (pp. 1162-1169). European Society for Research in Mathematics Education
Open this publication in new window or tab >>The suitability of rich learning tasks from a pupil perspective
2017 (English)In: CERME 10: Proceedings of the Tenth Congress of European Society for Research in Marhematics Education, European Society for Research in Mathematics Education, 2017, p. 1162-1169Conference paper, Published paper (Refereed)
Abstract [en]

The construction of tasks is important to challenge pupils, but the exploration of pupils’ perceptions connected to their work with tasks, is rare. This paper presents the results of a study using a tool aimed at measuring pupils’ perception of joy and interest connected to ‘rich learning tasks’ by comparing the views of mathematically promising pupils and others. Two tasks were pre- and postevaluated, the first by 139 and the second by 106 pupils from grade 4-9. The results indicate that the tool is suited for the exploration of pupils’ views, especially as it can be deduced from the comparison that mathematically promising pupils perceived both tasks more positively than the other pupils, and that the non-identified pupils became more positive after working especially with one of the tasks.

Place, publisher, year, edition, pages
European Society for Research in Mathematics Education, 2017
Keywords
Mathematically gifted, mathematically promising, rich tasks, pupils’ perception
National Category
Social Sciences Educational Sciences Didactics Mathematics
Research subject
Educational Work; Mathematics
Identifiers
urn:nbn:se:kau:diva-48143 (URN)978-1-873769-73-7 (ISBN)
Conference
The Tenth Congress of the European Society for Research in Mathematics Education
Available from: 2018-02-08 Created: 2018-02-08 Last updated: 2018-10-05
Mellroth, E. (2016). Developing the design of a role-play in a professional development. In: : . Paper presented at The ERME Topic Conference ETC3, Berlin, Germany, 5-7 october 2016..
Open this publication in new window or tab >>Developing the design of a role-play in a professional development
2016 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

The poster shows how a role-play conducted by teachers can be developed through the methodology of educational design research. The role-play represents a classroom situation and is an instructional activity as part of a two-year long teacher professional development program. The implementation focuses on some of the features identified as important in an effective professional development. The aim of the role-play is to practice and deepen mathematics teachers’ knowledge and skills of stimulating mathematically gifted pupils higher order thinking. After the development of the role-play, the study can move forward and include; teachers’ change in instruction and pupil learning in order to study the effectiveness of the role-play as a part of a professional development program.

Keywords
Professional development, educational design research, mathematically gifted pupils
National Category
Didactics Mathematics
Research subject
Mathematics didactics; Educational Work
Identifiers
urn:nbn:se:kau:diva-47654 (URN)
Conference
The ERME Topic Conference ETC3, Berlin, Germany, 5-7 october 2016.
Available from: 2017-01-17 Created: 2017-01-17 Last updated: 2019-07-15Bibliographically approved
Mellroth, E., Arwidsson, A., Holmberg, K., Lindgren Persson, A., Nätterdal, C., Perman, L., . . . Thyberg, A. (2016). En forskningscirkel för lärare om särskild begåvning i matematik. Karlstad: Karlstads universitet
Open this publication in new window or tab >>En forskningscirkel för lärare om särskild begåvning i matematik
Show others...
2016 (Swedish)Report (Other academic)
Abstract [sv]

Detta är en rapport från en forskningscirkel med syfte att fördjupa lärares kunskaper kring teorier om matematisk begåvning, och att leda lärarna i att vetenskapligt utforska sin egen praktik gällande att identifiera och stödja matematiskt begåvade elever. Genom utökad kunskap om matematisk begåvning och genom olika identifieringsmetoder kunde lärarna ana vilka elever som var matematiskt begåvade. Dock var ingen helt säker på att alla identifierade elever var matematiskt begåvade eller att de hade hittat alla begåvade elever. För att stödja de matematiskt begåvade i det vanliga klassrummet lades stor vikt på uppgifter. Lärarna observerade hur två utprövade uppgifter fungerade för identifierade respektive icke-identifierade elever. Identifierade elever upplevde båda uppgifterna mer positivt, de icke-identifierade blev mer positiva till framförallt den ena uppgiften efter att ha arbetat med den. Vi har bekräftat att fortbildning inom matematisk begåvning underlättar för läraren i arbetet med att upptäcka de matematiskt begåvade. Arbetet i forskningscirkeln indikerar även att den typ av uppgifter som användes, tilltalar matematiskt begåvade elever och verkar ha en positiv effekt gällande intresse och glädje för matematik även för de elever som inte blev identifierade.

Abstract [sv]

Denna rapport beskriver en forskningscirkel gällande matematisk särskild begåvning vid Karlstads universitet. Forskningscirkeln genomfördes mellan hösten 2014 och våren 2016. Syftet var dels att de deltagande lärarna (7 st undervisande i åk 4- åk 9) skulle delta i fortbildning kring teorier om särskild begåvning, specifikt om matematisk särskild begåvning, och dels skulle  de ledas i arbetet att vetenskapligt utforska sin egen praktik gällande att identifiera och stödja de matematiskt begåvade eleverna. Med hjälp sin egen utökade kunskap om särskild begåvning i matematik och med hjälp av olika identifieringsmetoder kunde lärarna ana vilka elever som var matematiskt begåvade. Ingen av lärarna kunde dock vara helt säker på att alla de identifierade eleverna var matematiskt begåvade, ingen av lärarna kunde heller vara helt säker på att de hade hittat alla som var särskilt begåvade. Alla lärare var överens om att man behöver observera eleverna under en längre tid och använda sig av flera olika typer av verktyg för att kunna uttala sig om elevens matematiska begåvning.

I arbetet med att stödja de matematiskt särskilt begåvade i det vanliga klassrummet lades stor vikt på uppgifter. Två uppgifter utvecklade för att utmana matematiskt särskilt begåvade elever valdes och implementerades i varsin omgång i klassrummen. Lärarna observerade hur uppgifterna fungerade för de identifierade eleverna respektive för de icke-identifierade. De identifierade eleverna upplevde båda uppgifterna mer positivt än de icke-identifierade, de icke-identifierade ändrade sin upplevelse av uppgiften till mer positivt efter att de hade arbetat med den.

Genom forskningscirkeln har vi bekräftat att fortbildning inom särskild begåvning underlättar för läraren i arbetet med att upptäcka de särskilt begåvade eleverna. Utöver det kan vi genom forskningscirkeln ana att den typen av uppgifter som användes tilltalar de matematiskt begåvade, och verkar ha en positiv effekt gällande intresse och glädje för matematikarbetet på de elever som inte blev identifierade.

Att delta i en forskningscirkel är inte samma sak som att forska, en forskningscirkel är tänkt att leda den aktiva läraren att vetenskapligt undersöka och utveckla sin egen praktik utifrån olika perspektiv. En forskningscirkels resultat kan mycket väl leda vidare till såväl skolutvecklingsprojekt som forskningsstudier.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2016. p. 53
Series
Karlstad University Studies, ISSN 1403-8099 ; 36
Keywords
giftedness, mathematical giftedness, heterogeneous classroom, teacher professional development, forskningscirkel, särskild begåvning, matematisk begåvning, heterogena klassrum, lärarfortbildning
National Category
Pedagogical Work Mathematics
Research subject
Educational Work; Mathematics
Identifiers
urn:nbn:se:kau:diva-44646 (URN)978-91-7063-717-9 (ISBN)
External cooperation:
Available from: 2016-08-26 Created: 2016-08-11 Last updated: 2016-09-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8449-130X

Search in DiVA

Show all publications