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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.

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  • 2. Bergqvist, Tomas
    et al.
    Österholm, Magnus
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    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). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Resultat av utvärderingen av Matematiklyftet angående undervisning och fortbildning2018Conference paper (Other (popular science, discussion, etc.))
  • 3.
    Bjørnebye, Morten
    et al.
    Høgskolen i Innlandet, Norway.
    Helseth, Anita
    Høgskolen i Innlandet, Norway.
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Aesthetics in embodied task design in mathematics2023Conference paper (Refereed)
    Abstract [en]

    STEAM (Science, Technology, Engineering, Arts, and Mathematics) research emphasises interdisciplinary approaches to developing skills needed for the 21st century. In this paper, we explore three aesthetically rich mathematical activities involving dance and bodily performance (e.g., creative body postures) with 6-year-old students. Supported by an embodied perspective of task design and a Deweyan view of aesthetics, we argue that a high degree of bodily engagement and a high degree of task integration allow space for creativity and imagination that may involve aesthetic dimensions. Specifically, we argue that body postures, bodily rotation, rhythm, and fluency in composite sequences of movement may connect art and mathematics in a way that treats the students as active creators of aesthetic experiences, in contrast to other STEAM approaches that do not consider bodily performance as a way of connecting art and mathematics.

  • 4.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Sweden.
    Palmér, Hanna
    Linnaeus University, Sweden.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    How does children's participation in a problem-solving project affect their view on what it means to be taught and learn mathematics?2023Conference paper (Refereed)
    Abstract [en]

    The mathematics teaching young children encounter affects not only the mathematics they are given the opportunity to learn but also their view of what mathematics is, how mathematics is taught and how they view their ability to learn mathematics. In this paper, an Educational Design Research study on problem solving and problem posing with Swedish six-year-olds will serve as an example when we elaborate on how children’s participation in education may affect their views of what it means to be taught and to learn mathematics. We do so by comparing drawings, of mathematics classrooms made of children from eight classes of which four participated in the study. The results indicate a reform-oriented and more diverse view of content and form in the drawings of the children participating in the intervention. 

  • 5.
    Gustafsson, Marcus
    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). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Connecting teachers’ use of curriculum resources in planning with mathematical knowledge for teaching2022Conference paper (Refereed)
    Abstract [en]

    This presentation reports on an ongoing study, which aims to create more knowledgeon the relationship between different types of curriculum resources when identified inthe practice of teachers planning collaboratively. These resources are describedthrough the Design Capacity for Enactment framework, augmented with domains of theMathematical Knowledge for Teaching framework. The aim is to identify and examinethe connection, rather than to claim to explain the relation. Preliminary results showthat there are many different types of resources used, both digital and analogue, andthat teachers’ Knowledge of Content and Students and Knowledge of Content andTeaching guide the reasons for what types of resources are used.

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  • 6.
    Gustafsson, Marcus
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University.
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Investigating curriculum resources and mathematics knowledge for teaching in teacher planning discussions2022In: 12th Congress of the European Society for Research in Mathematics Education, Bolzano (held online), 2-5 feb 2022, Erme , 2022Conference paper (Refereed)
  • 7.
    Gustafsson, Marcus
    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).
    Resources for planning and teaching mathematics: A Swedish upper-secondary school case study2023In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, p. 1-19Article in journal (Refereed)
    Abstract [en]

    This study investigates resource use by upper-secondary mathematics teachers in the context of collaborative planning. A thematic content analysis is conducted on audio-recorded teacher discussions in order to find out what resources are used by the teachers, how they are used, and for what reasons. The findings show that although teachers use a variety of resources to support their instructional enactment as well as instructional design, there is a difference in how they use different resources to support different planning practices. For instructional design, curriculum resources provide support for the mathematical content, while social resources, self-generated documents, and cognitive resources provide support for the design of instructional activities. Authority is given by teachers to curriculum resources, but conflicts of authority emerge in discussions, when teachers’ abilities to exert their agency are not supported by curriculum resources. We discuss the findings in relation to authority and resource use, as well as for established conceptualizations of resources. The findings bear practical implications for the design of curriculum resources.

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  • 8. 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)
  • 9.
    Jakobsson, Martin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural 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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Randahl, Ann-Christin
    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 Language, Literature and Intercultural Studies (from 2013).
    Modig, Niclas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Semantiska vågor i undervisningen: Likheter och skillnader i skolämnena matematik och samhällskunskap2023In: Utbildning och lärande, ISSN 1653-0594, Vol. 17, no 2, p. 59-78Article in journal (Refereed)
    Abstract [en]

    If students are to build knowledge, it is important to connect disciplinary knowledge to students’ everyday knowledge when teaching. In this study, the relationship between disciplinary- and everyday knowledge in subject-teaching is analysed, based on the semantic dimensions used in Legitimation Code Theory. Un-packing disciplinary concepts through concrete examples implies a shift towards a context-dependent everyday knowledge, while re-packing them entails a shift towards disciplinary abstractions and context-independent generalizations. Over time these shifts constitute so-called semantic waves argued to facilitate students´ knowledge building. Earlier research suggest that the form of these semantic waves can differ between school-subjects. Therefore, this article examines semantic waves in two contrasting subjects – Mathematics and Social Science Education, aiming at a better understanding of how and why semantic waves differ. The results reveal that the forms of semantic waves differ between the two subjects. In Mathematics, when teaching different geometrical concepts, the semantic shifts through un-packing and re-packing were frequent and evenly distributed. When teaching about pricing and household in Social Science, un-packing activities dominated, making shifts biased towards everyday knowledge. These differences are discussed in terms of semantic waves constituting a different pulse when making knowledge-building possible in Mathematics and Social Science.

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  • 10.
    Jankvist, Uffe
    et al.
    University of Southern Denmark.
    Ryve, Andreas
    Mälardalen University.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Waege, Kjersti
    Norvegian University of Science and Technology.
    Future challenges of mathematics education research in the Nordic region: Young researchers’ perspective2011In: Proceedings of NORMA 11: the sixth Nordic Conference on Mathmatics Education / [ed] Guðný Helga Gunnarsdóttir, Reijkjavik: University of Iceland Press, 2011Conference paper (Refereed)
    Abstract [en]

     In the last decade research in mathematics education has grown and consolidated in the Nordic countries. New and younger researchers are entering the field as a result of the organization of solid doctoral programs and the growth of teaching and research environments in higher education institutions. The social, cultural and economic contexts of our countries have also changed in the last decade. The question of which are the main challenges for research in the years to come is worth exploring for a community starting a new decade of work. The intention of the panel is to generate a discussion in the community by having young researchers present their views on: (1) which topics of research the Nordic region has contributed to the world and that deserve being strengthened in the future; (2) which new topics of research that may become relevant as social changes pose new demands on our knowledge and understanding of the practices of mathematics education in the educational system; and (3) which institutional affordances and constraints young researchers experience for the development of research 

  • 11.
    Karlsson, Jimmy
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Finding Patterns of Instructional Features Through A Latent Class Analysis2023Conference paper (Refereed)
  • 12.
    Liljekvist, Yvonne
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Randahl, Ann-Christin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Fortbildning på Facebook: Lärares informella professionsutveckling via sociala medier: Resultatdialog 20192019Report (Other academic)
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  • 13.
    Liljekvist, Yvonne
    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). University of Gothenburg.
    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).
    Facebook for Professional Development: Pedagogical Content Knowledge in the Centre of Teachers’ Online Communities2021In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 65, no 5, p. 723-735Article in journal (Refereed)
    Abstract [en]

    As teachers’ informal professional development is visible in social media, this study probes teachers’ participation in self-organized Facebook groups in mathematics or Swedish-language education. In total, 553 posts from six Facebook groups were categorized using Shulman’s knowledge-base framework, and analysed using systemic functional grammar. Teachers use “questions” and “offers” most frequently (88%). Within these speech functions, pedagogical content knowledge dominates (63%), indicating that these groups constitute professional learning communities that teachers use as a professional development resource, focusing the interaction on pedagogical content knowledge. This study finds a largely similar practice in Facebook groups across the two subjects.

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  • 14.
    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)
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    Kunskaper för matematikundervisning
  • 15.
    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)
  • 16.
    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)
  • 17.
    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.

  • 18.
    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)
  • 19.
    Liljekvist, Yvonne
    et al.
    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), Science, Mathematics and Engineering Education Research.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). 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).
    Randahl, Ann-Christin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Sharing is Caring: Extending the Professional Learning Community Using Social Media2021In: Social Media: Influences on Education / [ed] Cordelia Zinskie, Information Age Publishing, 2021, p. x-xChapter in book (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 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.
    Margrain, Valerie
    et al.
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Assessment and Gifted Discourse in Swedish Early Years Education Steering Documents: The Problem of (In)Visibility2023In: Education Sciences, E-ISSN 2227-7102, Vol. 13, no 9, p. 904-904Article in journal (Refereed)
    Abstract [en]

    This study explores how assessment is presented in Swedish early years’ steering documents and considers risks for young gifted students in relation to assessment (or lack thereof). Document analysis was undertaken on, firstly, Swedish curriculum documents for the preschool and for the compulsory school, and secondly, mapping materials used in the preschool class with six-year-old children. Results show that assessment is not a term used in Swedish early years curricula. Instead, preschool teachers are asked to evaluate their own practice; preschool class teachers are asked to engage with mapping and only to consider working toward later assessment goals in year 3 of school. A plethora of alternative assessment terms are used in the curriculum without definition. Giftedness is also invisible in the curriculum. However, the mapping materials used with six-year-old students in the subject areas of mathematics and Swedish do encourage teachers to consider children who achieve mastery early. Further, these materials provide supportive questions and activities for teachers to use in exploring further. The specific examples of assessment discourses and the need to consider gifted children are combined in this article to highlight aspects of teacher work that are important for the educational rights of an often-forgotten group of learners.

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  • 23.
    Margrain, Valerie
    et al.
    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).
    Implicit and inclusive early education for gifted children swedish policy and international possibilities2022In: Special Education in the Early Years, Springer, 2022, Vol. 36, p. 43-57Chapter in book (Refereed)
    Abstract [en]

    Giftedness is a special education need that can receive more attention in Nordic early years’ education. Here, we draw upon examples provided in early years’ research literature and on a new narrative example of practice to illustrate inclusive and responsive teaching possibilities where gifted children’s special learning needs are acknowledged. Gifted children have a need for specific cognitive support and a need for social and emotional support. Specific strategies to account for such support include curriculum differentiation, higher-order questioning, partnerships, and opportunities to work with like-minded peers. Through a framework for engaging with gifted education in the early years titled SPARK, with the elements support, policy, awareness, relationships, and knowledge, giftedness in inclusive education is illustrated and discussed. The elements were inclusively integrated in the everyday context of a Swedish preschool that caters for children with various abilities and needs. There is a policy mandate for teachers to engage with gifted education in Sweden; however, it is largely implicit, and more work is required before the special needs of gifted children are explicitly recognised.

  • 24.
    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 Mathematics Enthusiast, 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.

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  • 25. Moerlands, Frans
    et al.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Alla kan räkna med ägg2017In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 1, no 201, p. 15-21Article in journal (Other (popular science, discussion, etc.))
  • 26.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    Tengberg, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Nissen, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Walkert, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    The quality of instruction in Swedish lower secondary language arts, mathematics and social science2022Conference paper (Refereed)
  • 27.
    Palmér, Hanna
    et al.
    Linnéuniversitetet.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Exploring the role of representations when young children solve a combinatorial task2017In: 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 (Refereed)
  • 28.
    Palmér, Hanna
    et al.
    Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Problemlösning som utgångspunkt: Matematikundervisning i förskoleklass2016Book (Other academic)
    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.

  • 29.
    Palmér, Hanna
    et al.
    Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Problemlösning som utgångspunkt: Matematikundervisning i förskoleklass2019 (ed. 2)Book (Other academic)
    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.

  • 30.
    Palmér, Hanna
    et al.
    Linnéuniversitetet.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Teachers participation in practice based research: a methodological retrospect2021In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 26, no 3-4, p. 113-130Article in journal (Refereed)
    Abstract [en]

    The focus of this article is methodological, on how teachers’ participation in practice-based research coacts with research quality. Educational design research is an example of a practice-based research approach often used in mathematics education with the goal of developing both the theories and the practice of teaching and learning mathematics. In this article, one such educational design research study on problem solving in Swedish preschool class is used as an example of how teachers’ participation in practice-based research can develop and of how different kinds of collaboration between researchers and teachers coact with research quality. One conclusion of the methodological meta-analysis is that there is a challenging tension between ensuring external validity of a study versus enabling internal validity and improvement of practice.

  • 31.
    Palmér, Hanna
    et al.
    Inst. för matematik, Fak. för teknik, Linnéuniversitetet.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    The role of and connection between systematization and representation when young children work on a combinatorial task2018In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 4, p. 562-573Article in journal (Refereed)
    Abstract [en]

    This article is about the systematization and representation young children spontaneously use when they are working on a combinatorial task. In this article, documentations from 123 children working on the same task are analysed. The question asked is if there are any connections between the systematizations and representations used in the documentations and how the children solve the task. The results indicate that there are some connections between systematization and representations and that both prepossess children’s solutions. In this paper, we provide some possible reasons; however, we also state that more studies are needed to give deeper insights on these issues.

  • 32.
    Palmér, Hanna
    et al.
    Linnéuniversitetet.
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Young students’ choice of representation when solving a problem-solving task on combinatorics2022Conference paper (Refereed)
    Abstract [en]

    This paper is about the representation young students use when they are working on a problem-solving task on combinatorics. Results from previous studies on young students and combinatoricshave shown connections between the representations used and to what extent students solved the task. Based on these previous results, young students in this study were interviewed about their choice ofrepresentation. In this paper, the rationales expressed by the students are connected to therepresentation and stage of systematization shown in their documentation. The results indicate thatdifficulties in representing the context of the problem-solving task, may force some of the students towork with a representation on a level of abstraction not suitable for them. Working with representations on a non-suitable level of abstraction may in turn influence how the students manageto solve the problem-solving task.

  • 33.
    Palmér, Hanna
    et al.
    Linnéuniversitetet.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Young students’ choice of representation when solvinga problem-solving task on combinatorics2023In: Teaching mathematics as to be meaningful: Foregrounding play and children’s perspectives / [ed] Hanna Palmér; Camilla Björklund; Elin Reikerås; Jessica Elofsson, Cham, Schweiz: Springer, 2023, p. 119-129Chapter in book (Refereed)
  • 34.
    Palmér, Hanna
    et al.
    Linnéuniversitetet, Sverige.
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. Inland Norway University of Applied Sciences, Norway.
    Young Students Exploring Measurement Through Problem Solving and Problem Posing2023In: The Mathematics Educator, ISSN 0218-9100, Vol. 31, no 1Article in journal (Refereed)
    Abstract [en]

    The empirical data in this study are from a series of two lessons on measurement implemented in seven classes with 119 six-year-old students in Sweden. Both problem solving and problem posing were shown to be important in early mathematics when students in this study worked on one problem-solving task and one problem-posing task on measurement. As there are few studies specifically on problem posing in early mathematics and on young children’s understanding of measurement, this study adds knowledge of value for both teachers and researchers. In the study, paper-and-pen work from the students was analysed together with interviews conducted after the students had worked on the two tasks. When solving the task on measurement, the students discerned shape, size, distance, and number as mathematical aspects of measurement. When asked to pose a similar task, only size and number reoccurred as mathematical aspects of measurement. However, other features from the problem-solving task reoccurred in the posed tasks: similar drawings were used in combination with questions on measurement as the mathematical content.

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  • 35.
    Palmér, Hanna
    et al.
    Linnéuniversitetet.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Young students’ feelings towards problem solving tasks: what does “success” imply?2017Conference paper (Refereed)
  • 36.
    Palmér, Hanna
    et al.
    Linnaeus University, Sweden.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Young student's feelings towards problem-solving tasks: What does "success" imply?2018In: Views and Beliefs in Mathematics Education: The Role of Beliefs in the Classroom / [ed] Benjamin Rott, Günter Törner, Joyce Peters-Dasdemir, Anne Möller & Safrudiannur, Springer, 2018, p. 69-78Conference paper (Refereed)
    Abstract [en]

    According to the Swedish curriculum, problem-solving is to be part of mathematics teaching from preschool continuing throughout all grades in school. However, little is known about young students’ feelings towards problem-solving tasks. This paper reports on an educational design research study investigating the potential in teaching problem-solving in preschool classes (6-year-olds). Two examples are presented showing how the students evaluate their feelings towards the problem-solving tasks they have been working on. The results show that understanding a task from the beginning or being able to solve it quickly are not necessary prerequisites for young students to experience enjoyment when working with the tasks. Quite the opposite, the majority of the students evaluated the tasks as fun and accessible, even though their initial solutions were often incorrect and they had to struggle a lot to solve the problems.

  • 37.
    Palmér, Hanna
    et al.
    Linnéuniversitetet.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Young students posing problem‑solving tasks: what does posing a similar task imply to students?2020In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 52, no 4, p. 743-752, article id SIArticle in journal (Refereed)
    Abstract [en]

    This paper focuses on problem solving and problem posing in mathematics education with 6-year-olds. After working ona problem-solving activity, the young students were asked to pose a similar task to a friend. This article explores how thestudents interpret the notion of similar. To be able to pose a problem-solving task themselves the students had to changeperspective, from searching for information to providing information, and from searching for a solution to searching for aquestion. Also, to create a similar task the students had to reflect on the original problem-solving task. Thus, their posedtasks shed light on their interpretation of what the original problem-solving task was really about. The results show that thelarge majority of the students included some three-dimensional aspects from the original problem-solving task in their posedtasks. However, the questions they posed varied in terms of whether or not they included mathematical elements.

  • 38.
    Palmér, Hanna
    et al.
    Linnéuniversitetet.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Ebbelind, Andreas
    How about teaching young children mathematics through challenging problem solving?: Symposium2015Conference paper (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.

  • 39.
    Palmér, Hanna
    et al.
    Linnéuniversitetet.
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Ebbelind, Andreas
    Linnéuniversitetet.
    Lärares deltagande i praktiknära forskning2023Conference paper (Other academic)
    Abstract [sv]

    Med utgångspunkt i det praktiknära forskningsprojektet Problemlösning i Förskoleklass, fokuserar vi i den här presentationen på hur lärarnas olika deltagande i en intervention samverkar med forsknings-kvalitet. Studien genomförs enligt modell för designforskning med målet att utveckla både teori och praktik avseende lärande och undervisning i matematik. Genom de snart tio år som studien har pågått har de medverkande förskoleklasslärarnas deltagande i interventionen varierat, från passiva observatörer och därmed konsumenter av forskning till att ha ansvar för såväl genomförande av undervisning som datainsamling och därmed producenter av forskning. Dessa olika samarbeten har resulterat i data där frågan om autenticitet är aktuell i förhållande till om intern eller extern validitet är utgångspunkten. Dessa olika autenticitet diskuteras på presentationen i relation till forskningskvalitet. 

  • 40.
    Palmér, Hanna
    et al.
    Linnéuniversitetet, Sverige.
    van Bommel, Jorryt
    Högskolan Dalarna, Matematikdidaktik.
    Ebbelind, Andreas
    Linnéuniversitetet, Sverige.
    Lösa och formulera problemuppgifter i matematik2023In: Att undervisa barn i skolstartsålder / [ed] H. Ackesjö, K. Herrlin, Gleerups Utbildning AB , 2023, p. 52-65Chapter in book (Other academic)
  • 41.
    Palmér, Hanna
    et al.
    Linnéuniversitetet.
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Gäfvert, M
    Nilsson, Å
    Elever i förskoleklass utforskar mätning genom problemlösning och problemformulering.2022Conference paper (Other (popular science, discussion, etc.))
  • 42.
    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.

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  • 43.
    Randahl, Ann-Christin
    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).
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    From authorised visitor to key person – a trajectory of participation in teacher Facebook groups2023In: Education Inquiry, E-ISSN 2000-4508, Vol. 14, no 4, p. 480-495Article in journal (Refereed)
    Abstract [en]

    This article reports a study on members in self-organised Facebook groups for teachers. The aim is to investigate how teachers’ needs and actions form their roles in the extended staffroom. 26 teachers from six different Facebook groups within two different school subjects, mathematics and Swedish, are interviewed. The results reveal a trajectory from a lurking behaviour as authorised visitor to a key person within the community of the group or an influencer, where teachers can function as authorities in their field. In relation to this trajectory, the interviewed teachers describe the choice to become public as a crucial step, emphasising the courage needed. A next important step can be identified when teachers leave the role as consumers of content that others provide, asking questions and commenting on others’ posts, in favour of a more contributing role, publishing their own posts and expressing an agenda. Further, these kinds of large Facebook groups can be seen as a node in teachers’ social media networks.

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  • 44.
    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)
  • 45.
    Sigurjónsson, Jóhann Örn
    et al.
    University of Iceland, Iceland.
    Sigurðardóttir, Anna Kristín
    University of Iceland, Iceland.
    Gísladóttir, Berglind
    University of Iceland, Iceland.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Connecting Student Perceptions and Classroom Observations as Measures of Cognitive Activation2022In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 42, no 4, p. 328-346Article in journal (Refereed)
    Abstract [en]

    Which dimensions of instruction can be reliably captured using student perception surveys, is subject for debate. The aim of this study is to empirically explore the validity and limitations of two different measures of cognitive activation: systematic classroom observations and student perceptions. 34 video-recorded lessons from ten lower secondary mathematics teachers in Iceland were analysed using an observation system and compared to 217 responses to the Tripod student perception survey. The results indicate that for the cognitive activation dimension, the connection between observer ratings and student perceptions is weak, raising questions about the validity of different measures of instructional quality.

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  • 46.
    Tengberg, Michael
    et al.
    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).
    Nilsberth, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Walkert, Michael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Nissen, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    The quality of instruction in Swedish lower secondary language arts and mathematics2022In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 66, no 5, p. 760-777Article in journal (Refereed)
    Abstract [en]

    Instructional quality is a research topic that has received increased attention over the past decades. However, despite evidence for its importance to student learning, few studies are designed to examine patterns of prevalent instruction. The present study aimed to enhance the understanding of instructional quality in Swedish lower secondary school by examining patterns of instruction in 7th grade language arts and mathematics. 274 lessons from 73 separate classrooms were video-recorded and analyzed using the Protocol for Language Arts Teaching Observation (PLATO). Findings of the study show that lessons were largely organized through either whole-class instruction or individual seatwork. Mathematics included significantly more explicit teacher scaffolding and mathematics teachers scored higher than language arts teachers on nearly all instructional dimensions. However, in both subjects, there were substantial differences between teachers, meaning that students in different classrooms received systematically different kinds of instruction. Implications for instructional development and future research are discussed.

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  • 47.
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Att formulera problem 4-62021Other (Other academic)
    Abstract [sv]

    Att formulera problemuppgifter är en del av problemlösning, en del som dock skiljer sig från att lösa problemuppgifter. Denna text inriktas på hur undervisning med fokus på problemformulering kan utformas, varför det är viktigt att elever i samband med problemlösning ges möjlighet att formulera egna uppgifter samt vad eleverna då kan lära 

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  • 48.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Att få de rätta felsvaren2012In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 3, p. 13-16Article in journal (Other academic)
    Abstract [sv]

    Erfarna lärare har kunskaper om elevers vanliga missuppfattningar i matematik. Genom att på ett klokt sätt ta hänsyn till det då diagnostiska frågor konstrueras, kan elevers svar avslöja en del om hur de tänker. I artikeln finns exempel på sådana svar och missuppfattningar.

  • 49.
    van Bommel, Jorryt
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Att få de rätta felsvaren2014In: Matematikundervisning i praktiken / [ed] Karin Wallby, Ulrica Dahlberg, Ola Helenius, Johan Häggström och Anders Wallby, Göteborg: Göteborgs universitet, 2014, p. 261-266Chapter in book (Refereed)
  • 50.
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Att få de rätta felsvaren2014Other (Other academic)
    Abstract [sv]

    Erfarna lärare har kunskaper om elevers vanliga missuppfattningar i matematik. Genom att på ett klokt sätt ta hänsyn till det då diagnostiska frågor konstrueras, kan elevers svar avslöja en del om hur de tänker. I artikeln finns exempel på sådana svar och missuppfattningar.

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