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  • 1.
    Bergqvist, Tomas
    et al.
    Umeå universitet.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Österholm, Magnus
    Umeå universitet.
    Evaluation of a large scale professional development program2017In: Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education: Volume 2 / [ed] B. Kaur, W.K. Ho, T.L Toh, B.H. Choy, Singapore: PME , 2017, p. 153-160Conference 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.

  • 2.
    Hemmi, Kirsti
    et al.
    Uppsala universitet, Åbo Akedemi University, Finland.
    Bråting, Kajsa
    Uppsala universitet.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Prytz, Johan
    Uppsala universitet.
    Madej, Lars
    Uppsala universitet.
    Pejlare, Johanna
    Chalmers University of Technology and the University of Gothenburg.
    Palm Kaplan, Kristina
    Uppsala universitet.
    Characterizing Swedish school algebra – initialfindings from analyses of steering documents,textbooks and teachers’ discourses2017In: Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274, no 12, p. 299-308Article in journal (Refereed)
    Abstract [en]

    The paper reports the first results of an ongoing research project aiming atcharacterizing Swedish school algebra (grades 1-9). Both diachronic andsynchronic studies are conducted to identify the specific teaching traditiondeveloped in Sweden and different theoretical approaches are applied in theoverall project in order to obtain a rich picture of the Swedish case. The resultsreported here are based on the analyses of mathematics curriculum, textbooks andfocus group interviews with teachers in seven schools. The initial results indicatethat, since 1980s, algebra is vaguely addressed in the steering documents and theprogression of algebraic thinking is elusive in teachers’ discourses. We discuss theimplications of the initial findings for our project.

  • 3.
    Hemmi, Kirsti
    et al.
    Åbo Akademi University, Finland & Uppsala University, Sweden.
    Krzywacki, Heidi
    University of Helsinki, Finland & Mälardalen University, Sweden.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Challenging traditional classroom practices: Swedish teachers’ interplay with Finnish curriculum materials2018In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 3, p. 1-20Article in journal (Refereed)
    Abstract [en]

    In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010–2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context.

  • 4. Häggström, Johan
    et al.
    Norén, Evavan Bommel, JorrytKarlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).Sayers, JudyHelenius, OlaLiljekvist, YvonneKarlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    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, 20162017Conference proceedings (editor) (Refereed)
  • 5.
    Jonsson, Bert
    et al.
    Umeå universitet.
    Norqvist, Mathias
    Umeå universitet.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Lithner, Johan
    Umeå universitet.
    Learning mathematics through algorithmic and creative reasoning2014In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 36, p. 20-32Article in journal (Refereed)
    Abstract [en]

    There are extensive concerns pertaining to the idea that students do not develop sufficient mathematical competence. This problem is at least partially related to the teaching of procedure-based learning. Although better teaching methods are proposed, there are very limited research insights as to why some methods work better than others, and the conditions under which these methods are applied. The present paper evaluates a model based on students’ own creation of knowledge, denoted creative mathematically founded reasoning (CMR), and compare this to a procedure-based model of teaching that is similar to what is commonly found in schools, denoted algorithmic reasoning (AR). In the present study, CMR was found to outperform AR. It was also found cognitive proficiency was significantly associated to test task performance. However the analysis also showed that the effect was more pronounced for the AR group.

  • 6.
    Karlsson Wirebring, Linnea
    et al.
    Umeå universitet.
    Lithner, Johan
    Umeå universitet.
    Jonsson, Bert
    Umeå universitet.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Norqvist, Mathias
    Umeå universitet.
    Lars, Nyberg
    Umeå universitet.
    Learning mathematics without a suggested solution method: Durable effects on performance and brain activity2015In: Trends in Neuroscience and Education, ISSN 2452-0837, E-ISSN 2211-9493, Vol. 4, no 1-2, p. 6-14Article, book review (Other academic)
    Abstract [en]

    A dominant mathematics Leaching method is to present a solution method and let pupils repeatedly practice it. An alternative method is to let pupils create a solution method themselves. The current study compared these two approaches in terms of lasting effects on performance and brain activity. Seventy-three participants practiced mathematics according to one of the two approaches. One week later, participants underwent BM while being tested on the practice tasks. Participants who had created the solution method themselves performed better at the test questions. In both conditions, participants engaged a fronto-parietal network more when solving test questions compared to a baseline task. Importantly, participants who had created the solution method themselves showed relatively lower brain activity in angular gyros, possibly reflecting reduced demands on verbal memory. These results indicate that there might be advantages to creating the solution method oneself, and thus have implications for the design of teaching methods.

  • 7. Kilhamn, Cecilia
    et al.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Interaktion i matematikklassrummet2018In: Att bli lärare i matematik / [ed] Ola Helenius, Maria Johansson, Stockholm: Liber, 2018, p. 108-123Chapter in book (Other academic)
  • 8. Liljekvist, Yvonne
    “I found it on the web”: Analysing teacher-shared mathematics tasks on the Internet2012In: Proceedings of NORMA 11: The sixth Nordic Conference on Mathematics Education / [ed] Gunnarsdóttir, G.H., Reykjavík: University of Iceland Press, 2012Conference paper (Refereed)
  • 9.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Lärande i matematik: Om resonemang och matematikuppgifters egenskaper2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Since mathematical tasks are central to the teaching of mathematics, it is crucial to extend our knowledge of the characteristic features of tasks that are conducive to student development of problem-solving and reasoning abilities as well as conceptual understanding.

     

    The aim of the dissertation is to investigate how different types of mathematical tasks affect student learning and choice of learning strategies. This is done through a twofold approach: 1) to test the hypothesis that tasks affording students the opportunity and responsibility for constructing knowledge are more effective learning tools than tasks for which the solution is presented, and 2) to analyse the educational message embedded in the teacher’s formulation of the mathematical tasks on the Internet.

     

    The main conclusion is that the type of task students engage with is important for their learning of new things. The participants who were engaged in creating their own solutions were less successful during practice but performed better on the tests in comparison with the participants who were involved in solving the tasks with a given method. The results of the sub-studies indicate that in a learning situation consisting of repeated practice of a solution method, the results are closely related to the students’ cognitive ability. The investigation shows that tasks inviting the opportunity to be solved through creative reasoning, to a certain extent serve a compensatory function in relation to students’ cognitive resources. This means that the participants need not put in so much effort in the test situation if they have practiced creative reasoning.

     

    One conclusion to be drawn from the study of the educational message in Internet documents, when it comes to teachers’ formulation of tasks, is that there are many teachers who design tasks that encourage young students’ creative reasoning. However, the educational message in the documents shows that the teachers demand relatively little of the students in the majority of the tasks. The result indicates that there is some uncertainty about how to formulate and use tasks to support the older student’s mathematical development. The way the tasks are formulated indicates a lack of discursive tools to clarify the intended educational situation. Thus, the qualities in the tasks are hidden resources.

     

     

  • 10.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Mathematics teachers’ knowledge-sharing on the Internet: pedagogical message in instruction materials2016In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 21, no 3, p. 3-27Article in journal (Refereed)
    Abstract [en]

    This article reports on a study of teacher-shared documents containing matematical tasks published on the Internet. The aim was to identify the goals, metods and pedagogical justifications presented in the documents and what was needed to solve the tasks. Content analysis was used to define their pedagogical message. The results show that the documents mainly involve content goals for younger pupils that are not consistent with the explicit descriptions. The conceptual goals are communicated to a great extent, but are not supported by task features. The reasons for why the tasks given are expected to lead to a certain goal are very often implicit, and, as a result, the content of the documents and the quality of the tasks are somewhat unclear to other teachers.

  • 11.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Mathematics teachers’ re-sourcing and use of social media: can the ‘prosumer’ concept convey what’s going on?2017In: Proceedings of the Tenth Congress of European Society for Research in Mathematics Education / [ed] Dooley, T. & Gueudet, G., Dublin: Institute of Education, Dublin City University & CERME , 2017Conference paper (Refereed)
    Abstract [en]

    The interrelated roles of social media as both a platform and a phenomenon of interactivity, invite teachers to produce and consume knowledge of teaching and learning mathematics (e.g., Liljekvist, 2016; van Bommel & Liljekvist, 2015, 2016). The availability and user-friendliness of the social media platform alter the behaviour of the mathematics teacher, and ‘stories’ of the good mathematics teaching are made (e.g. kinds of curricular material, or kinds of questions raised, see e.g., Liljekvist (2016)). Analysing the affordances of this new environment is necessary to understand how the subject didactical discourse on learning and teaching is simultaneously constructed and consumed in mathematics teachers’ digitalized every-day practice. It is a matter of probing the characteristics of the interaction, that is, the ways in which the activity on the Internet supports knowledge development and re-sourcing in mathematics teaching (cf. Liljekvist, 2016; Ruthven, 2016).

    The primary aim of this poster is to initiate a discussion in the TWG17 that elaborates on theoretical constructs that may be fruitful in the research of mathematics teachers’ digitally extended every-day practice and collaboration. This arena for teacher learning and collaboration is under-researched (see, e.g., Robutti, Cusi, Clark-Wilson, Jaworski, Chapman, Esteley, Gnoos, Isoda, and Joubert (2016)).

    The prosumer concept, that is, people as producers and consumers of products and services (cf. Beighton, 2016; Ritzer, Dean, & Jurgenson, 2012; Zajc, 2015) shows some possibilities to theoretically model mathematics teachers’ re-sourcing on social media as it centres on the phenomenon per se (i.e., producing and consuming knowledge). Thus it is closely tied to the raison d’être of social media (Zajc, 2015) and mathematics teachers’ activities there (van Bommel & Liljekvist, 2015, 2016). However, the concept needs to be operationalized in an educational setting and in a mathematical discourse in order to have sufficient explanatory power for our purposes. Here are some examples; In business and sociology, the driving forces for investigating ‘prosuming’ is to understand consumers’ behaviour (e.g., Ritzer et al. 2012; Zajc, 2015), but in educational research mathematics teachers’ performance, for instance, as a learner and as a colleague is of interest (e.g., Liljekvist, 2016; Ruthven, 2016; van Bommel & Liljekvist, 2015, 2016). Further, Beighton (2016) discusses in his article how the prosumeristical behaviour can also work as a tool for control, where

    creativity and knowledge development, and professional learning may not be supported. This aspect of mathematics teachers’ online activities is relevant, as it, for instance, may explain some of the quality problems in the curricular material shared (e.g., Liljekvist, 2016).

    The poster offers a brief overview of the present situation described above, and clarifies how the prosumer concept may be operationalised in the analysis of data from social media. The core research question centres on how we can theoretically describe mathematics teachers’ simultaneous processes of producing and consuming subject didactical knowledge on social media.

  • 12.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Teacher-shared documents on the Internet: Didactical message and mathematical tasksManuscript (preprint) (Other academic)
  • 13.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Lithner, Johan
    Umeå universitet.
    Norqvist, Mathias
    Umeå universitet.
    Jonsson, Bert
    Umeå universitet.
    Reasoning in alignment with the task design? Students actual handling of algorithmic and creative mathematical reasoningManuscript (preprint) (Other academic)
  • 14.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Uppsala university, Uppsala, Sweden.
    Mellroth, Elisabet
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olsson, Jan
    Umeå university, Umeå, Sweden.
    Boesen, Jesper
    Gothenburg University, Gothenburg, Sweden.
    Conceptualizing a local instruction theory in design research: Report from a symposium2017In: 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 (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.

  • 15.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Kunskaper för matematikundervisning: ett lärarutbildarperspektiv2013In: KAPET, ISSN 1653-4743, Vol. 9, no 1, p. 101-106Article in journal (Other academic)
  • 16.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Mathematical knowledge for teaching as a measure of coherence in instruction materials on the Internet2013In: Proceedings of Eighth Congress of European Society for Research in Mathematics Education, CERME 8. Alanya, Turkey: ERME.: Working group 17: From a study of teaching practices to issues in teacher education / [ed] Behiye Ubuz, Cigdem Haser, Maria Alessandra Mariotti, Ankara: Middle East Technical University , 2013Conference paper (Refereed)
  • 17.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Mathematics.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Networking theories: The 'kom project' and 'adding it up' through the lens of a learning situation2011In: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education / [ed] Marta Pytlak, Tim Rowland, Ewa Swoboda, Rzeszów: University of Rzeszów , 2011, p. 3001-3002Conference paper (Refereed)
  • 18.
    Liljekvist, Yvonne
    et al.
    Uppsala University, Uppsala, Sweden.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Professional Learning Communities in a Web 2.0 World: Rethinking the Conditions for Professional Development2017In: Teacher Empowerment Toward Professional Development and Practices: Perspectives Across Borders / [ed] Ismail Hussein Amzat, Nena P. Valdez, Singapore, Singapore: Springer, 2017, p. 269-280Chapter in book (Refereed)
    Abstract [en]

    The new technologies, in particular social media in Web 2.0, enable rapid change in people’s behaviour, which needs to be considered in research on teacher empowerment and teacher professional development and growth. In this chapter we discuss how teachers in an informal, yet structured, way use social media to expand their professional learning communities beyond the local school context in Sweden. This is an example of how a new behaviour is emerging among teachers that changes the opportunities and the frames for professional development and growth. Through teachers’ engagement in social media, such as Facebook, extended professional learning communities arise and teachers’ professional development and growth become evident. Global levels influence local levels: teachers from different schools engage in structured discussions related to everyday practice, such as issues of learning goals in pre-school or topics related to a specific course in upper secondary school. The teachers’ arena for professional development and growth has changed, which means that the context of teacher empowerment is rapidly changing too. Consequently, the chapter includes theoretical reflections on professional learning communities in a Web 2.0 world and how this phenomenon may affect our approach to enhancing teachers’ professional development.

  • 19.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Randahl, Ann-Christin
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Mathematics teachers at social media – Exploring ’the what’2017Conference paper (Refereed)
  • 20.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Randahl, Ann-Christin
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Lärares kollegiala lärande på Facebook2017Conference paper (Refereed)
  • 21.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Technology and Science, Department of Mathematics. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Randahl, Ann-Christin
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Multi-theoretical approach when researching mathematics teachers’ professional development in self-organized online groups2019In: 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.

  • 22.
    Mellroth, Elisabet
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Elementary teachers on orchestrating teaching for mathematically highly able pupils2019In: 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)
    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.

  • 23.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Bergh, Daniel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for Research on Child and Adolescent Mental Health (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Social and Psychological Studies (from 2013).
    Lärares planering och efterarbete av lektioner: Infrastrukturer för kollegialt samarbete och forskningssamverkan2019Report (Refereed)
    Abstract [sv]

    I denna rapport beskrivs de huvudsakliga resultaten från en enkätstudie om hur lärare i svensk skola uppfattar sina förutsättningar att planeraoch efterarbeta sina lektioner. Studien visar för det första att de flesta lärare inte har organiserad tid för kollegialt samarbete runt planering och efterarbete av lektioner. För det andra visar studien att när det finns organiserat samarbete så är lärarna betydligt mer positiva till sin arbetsmiljö och sina möjligheter att planera och efterarbeta sina lektioner. För det tredje visar studien att skolor i liten utsträckning arbetar med formativ undervisning. Detta även på skolor med tid för organiserat samarbete. Sammantaget tyder resultaten på att vissa grundläggande förutsättningar för en skola på vetenskaplig grund saknas.

  • 24.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Technology and Science, Department of Mathematics. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Bergh, Daniel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for Research on Child and Adolescent Mental Health (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Social and Psychological Studies (from 2013).
    Reformer verkningslösa om lärare inte får tid att planera2018In: Dagens nyheterArticle, book review (Other (popular science, discussion, etc.))
  • 25.
    Pettersson, Annika
    et al.
    Kristinehamns kommun.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Studying concept elements as away to trace students’ conceptual understanding2019In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, no 1, p. 5-26Article in journal (Refereed)
    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.

  • 26.
    Randahl, Ann-Christin
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Göteborgs universitet.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Svensklärare på sociala medier: En ämnesdidaktisk analys av tre svensklärargrupper på Facebook2017In: Texter om svenska med didaktisk inriktning: Nationella nätverket för svenska med didaktisk inriktning / [ed] Birgitta Ljung Egeland; Christina Olin Scheller; Marie Tanner; Michael Tengberg, Karlstad: Karlstads universitet, 2017, p. 259-276Conference paper (Refereed)
  • 27.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Technology and Science, Department of Mathematics.
    Developing pedagogical content knowledge: A learning study2008In: WALS The World Association of Lesson Studies: International Conference 2008 1-4 December: From Teaching to Learning: Programme Book, Hong Kong: The Hong Kong Institute of Education , 2008, p. 58-Conference paper (Refereed)
    Abstract [en]

    This paper reports a design of a learning study at mathematics teacher education. The object of learning is to develop a structure of pedagogical content knowledge in mathematics. Pedagogical content knowledge can be described as subject matter knowledge for teaching and implies an awareness of interrelating components of importance for teaching a particular topic in mathematics. Interrelating components addressed in this article are preconceptions, connections to governing documents, models for explanation, suitable exercises and hands-on materials. The object of learning is not content or lesson specific, but an overall object, applicable to several lessons/topics in the course. The nature of the object of learning and other characteristics of the study, call for an unusual, but still well developed design of the learning study. The focus this article is on the design of the learning study, which will be presented and discussed. A hypothesis of the study is that students who get exposed to such pedagogical content knowledge at several occasions with different (mathematical) content would be able to transfer this knowledge to a new topic. The study takes place in a mathematics course for prospective primary school teachers in the later part of their studies. Briefly the design is as follows: pretests (3) are conducted after lessons not taught within the learning study cycle. Posttests (3) are conducted after learning study lessons. Two different groups will undergo all tests. The results of the pre and posttests together with video observation, analysis and research are base for the development of the object of learning in the learning study cycle. Because a natural progress in results can be expected, the progress within the pretests can be compared with the progress within the posttests. Of course the results on pre- and posttests will be mutually compared as well.

  • 28.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Docentföreläsningar i Matematikens didaktik: Karlstads universitet 12 juni 20192019Report (Refereed)
  • 29.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Facebook and mathematics teachers’ professional development: Informing our community2015In: 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: European Society for Research in Mathematics Education, 2015, Vol. 1, p. 2930-2936Conference 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. 

  • 30.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Improving teaching at teacher education in mathematics: A learning study2008Conference paper (Refereed)
    Abstract [en]

    This paper reports a design of a learning study at mathematics teacher education. Theobject of learning is to develop a structure of pedagogical content knowledge in mathematics.Pedagogical content knowledge can be described as subject matter knowledge for teaching andimplies an awareness of interrelating components of importance for teaching a particular topic inmathematics. Interrelating components addressed in this article are preconceptions, connectionsto governing documents, models for explanation, suitable exercises and hands-on materials. Theobject of learning is not content or lesson specific, but an overall object, applicable to severallessons/topics in the course. The nature of the object of learning and other characteristics of thestudy, call for an unusual, but still well developed design of the learning study. The focus thisarticle is on the design of the learning study, which will be presented and discussed. Ahypothesis of the study is that students who get exposed to such pedagogical content knowledgeat several occasions with different (mathematical) content would be able to transfer thisknowledge to a new topic. The study takes place in a mathematics course for prospective primaryschool teachers in the later part of their studies. Briefly the design is as follows: pretests (3) areconducted after lessons not taught within the learning study cycle. Posttests (3) are conductedafter learning study lessons. Two different groups will undergo all tests. The results of the preand posttests together with video observation, analysis and research are base for the developmentof the object of learning in the learning study cycle. Because a natural progress in results can beexpected, the progress within the pretests can be compared with the progress within the posttests.Of course the results on pre- and posttests will be mutually compared as well

  • 31.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Teachers’ informal professional development on social media and social network sites: when and what do they discuss?2016Conference paper (Refereed)
  • 32.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Technology and Science, Department of Mathematics.
    Testing the same group again and again: An alternative design for a Learning Study2008In: WALS The World Association of Lesson Studies: International Conference 2008 1-4 December: From Teaching to Learning: Programme Book, Hong Kong: The Hong Kong Institute of Education , 2008, p. 59-Conference paper (Refereed)
  • 33.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Technology and Science, Department of Mathematics.
    The notion of heigth: touched upon by variation theory andvan Hiele levels of thinking2012Conference paper (Refereed)
    Abstract [en]

    In this pilot study two different worksheets were tested and pupils’ answers were analysed. The analysis focused on what information could be obtained on pupils’ notion regarding height. The two worksheets were constructed using two different theories. The worksheet based on Variation theory captured pupils understanding in relation to known misconceptions, whereas the van Hiele worksheet captured in what way pupils used formal notation.

  • 34.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Capturing, Managing and Analyzing Teachers' Informal Professional Development on Social Media2018Report (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. 

  • 35.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Liljekvist, Yvonne
    Karlstad University.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Making the invisible visible: on professional development initiated by the teachers themselves2015Conference paper (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

  • 36.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    What do teachers reason about and when?2016Conference paper (Other academic)
    Abstract [en]

    Social media makes it possible to now study teachers’ informal professional development, something that previously has not been possible. Our study (DNR 2015-01979) probes teachers’ participation in social media, in specific in Facebook groups constructed by and for teachers themselves. Our data consist of around 600 posts and their comments from 6 different Facebook groups concerning the teaching of the school subject mathematics or Swedish, obtained through a stratified sample over a period of one year (van Bommel & Liljekvist, 2016). These data have been categorized using the Shulmans framework (1987) and further analysed using systemic functional linguistics (Halliday & Matthiessen, 2013). The results show that the linguistic features questions and offers are most frequently used (92%) whereas statements and calls are not existing to the same extend. Pedagogical content knowledge dominates in the questions and offers posted in the Facebook groups (63%). A difference between groups in mathematics and Swedish emerged: 13% vs 5% of the posts were categorized as Content Knowledge. Thus, the study shows that teachers constructing their own professional development focus on pedagogical content knowledge, further, teachers have different needs within different subjects.

     

    Halliday, M.A.K. & Matthiessen, Christian M.I.M. (2013). Halliday’s introduction to functional grammar. 4th ed. London & New York: Routledge.

    Shulman, L. (1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review: April 1987, Vol. 57, No. 1, pp. 1-23.

    van Bommel, J., & Liljekvist, Y. (2016, October). Teachers’ informal professional development on social media and social network sites: when and what do they discuss? Paper presented at the ERME, Berlin, Germany.

  • 37.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Technology and Science, Department of Mathematics.
    Ottersten Nylund, Cecilia
    The "KOM project" and "Adding it up" through the lens of a learning situation2010In: Mathematics and mathematics education: cultural and social dimensions : proceedings of MADIF 7: the seventh Mathematics Education Research Seminar, Stockholm, January 26-27, 2010 / [ed] Bergsten, C., Jablonka, E., Wedge, T., Linköping: SMDF , 2010Conference paper (Refereed)
  • 38.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Palmér, Hanna
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för matematik (MA), Institutionen för matematikdidaktik (MD)..
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Matematikuppgifter: varför, vad, när, hur, och för vem?2018In: Att bli lärare i matematik. / [ed] Maria Johansson, Stockholm: Liber, 2018, p. 61-84Chapter in book (Other academic)
  • 39.
    van Bommel, Jorryt
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Randahl, Ann-Christin
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Ruthven, Kenneth
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). University of Cambridge, United Kingdom.
    Tracing teachers’ transformation of knowledge in social media2020In: 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)
    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.

  • 40.
    Österholm, Magnus
    et al.
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    Bergqvist, Tomas
    Umeå universitet, Institutionen för tillämpad utbildningsvetenskap.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Uppsala universitet.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Utvärdering av Matematiklyftets resultat: slutrapport2016Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Matematiklyftet är en fortbildning för alla lärare i Sverige som undervisar i matematik. Den genomfördes 2012-2016. Kärnan i fortbildningen var det kollegiala lärandet. Lärare arbetade tillsammans med olika moduler som var och en bestod av didaktiskt material att använda vid planering, diskuss-ioner och genomförande av matematikundervisning, samt vid kollegiala reflektioner och diskussioner. Genom modulerna belystes primärt fyra olika didaktiska perspektiv: (1) att undervisa matematik utifrån förmågorna, (2) bedömning för lärande och undervisning i matematik, dvs. formativ bedömning, (3) rutiner/interaktioner i klassrummet och (4) klassrumsnormer/sociomatematiska normer.

    Denna rapport presenterar en utvärdering av Matematiklyftets resultat där det undersökts i vilken utsträckning Matematiklyftet har bidragit till att utveckla en bestående undervisningskultur och en bestående fortbildningskultur. Utvärderingen syftar också till att identifiera faktorer som gynnar eller missgynnar Matematiklyftets resultat och ska även fungera både formativt och summativt. Det innebär att både slutsatser om hur Matematiklyftet har uppnått målen att utveckla undervisnings- och fortbildningskulturen och slutsatser om hur stöd till planeringar och genomförande av liknande fort-bildningssatsningar formuleras. Urvalet i utvärderingen består av 35 grund-och gymnasieskolor. På varje skola har tre lärare slumpmässigt valts ut att ingå i utvärderingen, dvs. totalt 105 lärare. I utvärderingen ingår också varje skolas rektor och representant för skolhuvudman. Skolorna har besökts vid två tillfällen för att kunna undersöka förändring i undervisnings- och fortbildningskultur. Datamaterialet består av observationer av matematiklektioner och av kollegiala samtal, intervjuer och enkäter med lärare och rektorer, samt intervjuer med representanter för skolhuvudmän. I datamaterialet ingår även insamlade dokument (t.ex. fortbildningsplaner och kopior av undervisningsmaterial) och bakgrundsinformation om de besökta skolorna (från externa databaser). Denna rapport utgör slutrapporten för utvärderingen av Matematiklyftets resultat. Nedan redovisas utvärderingens huvudsakliga resultat tillsammans med rekommendationer inför framtida fortbildningssatsningar av samma typ som Matematiklyftet.

  • 41.
    Österholm, Magnus
    et al.
    Umeå universitet.
    Bergqvist, Tomas
    Umeå universitet.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Utvärdering av matematiklyftets resultat: delrapport 12014Report (Other academic)
    Abstract [sv]

    Denna rapport är en första delrapport inom utvärderingen av Matematiklyftets resultat. I detta skede har utvärderingen pågått i cirka sex månader. Arbetet har under denna period till största delen bestått av planeringsarbete inför kommande insamling och analyser av data. 

1 - 41 of 41
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