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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.
    Blomberg, Per
    et al.
    Högskolan i Halmstad.
    Högström, Per
    Högskolan i Halmstad.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Learning opportunities for pre-service teachers to develop pedagogical content knowledge for statistical inference2022Conference paper (Refereed)
    Abstract [en]

    Recently, researchers have encouraged the teaching of statistical inference to students at all levels. However, what constitutes pre-service teachers’ pedagogical content knowledge for statistical inference has not yet been given specific attention in research. This paper presents a qualitative study of pre-service teachers participating in a collaborative learning setup in a mathematics course to be prepared for teaching statistics in primary school aged 6–10 years. The study reported here is the first cycle of a design research project. This first-phase study explores how pre-service teachers’ pedagogical content knowledge for statistical inference can be developed during their mathematics course. The findings show that pre-service teachers’ learning opportunities regarding pedagogical content knowledge for statistical inference are insufficient. Based on the initial results, an initial conjecture map was constructed that guides the forthcoming design cycle.

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  • 4.
    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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  • 5.
    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)
  • 6.
    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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  • 7.
    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.

  • 8.
    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.

  • 9.
    Häggström, Johan
    et al.
    Nationellt Centrum för Matematikutbildning, NCM, Göteborgs universitet.
    Liljekvist, YvonneKarlstad 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.Bergman Ärlebäck, JonasLinköpings universitet, Matematik och tillämpad matematik.Fahlgren, MariaFakulteten för hälsa, natur- och teknikvetenskap, Institutionen för matematik och datavetenskap, Karlstads universitet.Olande, OdurInstitutionen för matematik, Fakulteten för teknik, Lunds universitet.
    Perspectives on Professional development of mathematics teachers: Proceedings of MDIF11: The 11th Swedish Mathematics Education Research Seminar, 23–28 January 2018, Karlstad, Sweden2018Conference proceedings (editor) (Refereed)
    Abstract [en]

    This volume contains the proceedings of MADIF 11, the eleventh Swedish Mathematics Education Research Seminar, held in Karlstad, January 23–24, 2018. The theme for this seminar was Perspectives on professional development of mathematics teachers. The MADIF seminars are organised by the Swedish Society for Research in Mathematics Education (SMDF). MADIF aims to enhance the opportunities for discussion of research and exchange of perspectives, amongst junior researchers and between junior and senior researchers in the field. The first seminar took place in January 1999 at Lärarhögskolan in Stockholm and included the constitution of the SMDF. The list shows all MADIF seminars.

    • MADIF 1, 1999, Stockholm
    • MADIF 2, 2000, Göteborg
    • MADIF 3, 2002, Norrköping
    • MADIF 4, 2004, Malmö
    • MADIF 5, 2006, Malmö
    • MADIF 6, 2008, Stockholm
    • MADIF 7, 2010, Stockholm
    • MADIF 8, 2012, Umeå
    • MADIF 9, 2014, Umeå
    • MADIF 10, 2016, Karlstad
    • MADIF 11, 2018, Karlstad

    Printed proceedings of the seminars are available for all but the very first meeting. This volume and the proceedings from MADIF 9 and 10 are also available digitally.The members of the MADIF 11 programme committee were Johan Häggström (University of Gothenburg), Yvonne Liljekvist (Karlstad University), Jonas Bergman Ärlebäck (Linköping University), Maria Fahlgren (Karl-stad University) and Oduor Olande (Linneaus University ). The local organisers were Yvonne Liljekvist and Mats Brunström (Karlstad University). The programme of MADIF 11 included two plenary lectures by invited speakers JeungSuk Pang and Peter Liljedahl. As before, MADIF works with a format of full 10 page papers and with short presentations. This year the number of full papers was eighteen, which is twice as many as in MADIF 10.

    The number of short presentations were eleven. The seminar also had one symposium, where three papers around a common theme were presented and dis-cussed. As the research seminars have sustained the idea of offering formats for presentation that enhance feedback and exchange, the paper presentations are organised as discussion sessions based on points raised by an invited reactor. The organising committee would like to express its thanks to the following col-leagues for their commitment to the task of being reactors and moderators: Abdel Seidouvy, Anette Bagger, Cecilia Kilhamn, Hanna Palmér, Jan Olsson, Jöran Petersson, Kajsa Bråting, Kirsti Hemmi, Kristina Juter, Linda Marie Ahl, Lotta Wedman, Mette Susanne Andresen, Mirela Vinerean Bernhoff, Nils Buchholz, Ola Helenius, Olaf Knapp, Peter Frejd, Peter Nyström and Tomas Bergqvist.This volume comprises summaries of the two plenary addresses, 18 research reports (papers), one symposia and abstracts for the eleven short presentations. In a rigorous two-step review process for presentation and publication, all papers were peer-reviewed by two or three researchers. Short presentation contributions were reviewed by members of the programme committee. Since 2010, the MADIF Proceedings have been designated scientific level 1 in the Norwegian list of authorised publication channels available at http://dbh.nsd.uib.no/kanaler/.

    The editors are grateful to the following colleagues for providing reviews: Abdel Seidouvy, Allan Tarp, Andreas Ryve, Anette Bagger, Angelika Kullberg, Anna Teledahl, Anna-Lena Ekdahl, Arne Engström, Barbro Grevholm, Björn Textorius, Camilla Björklund, Cecilia Kilhamn, Ceclilia Segerby, Cristina Skodras, Cristina Svensson, Djamshid Farahani, Eva Taflin, Frode Rønning, Gerd Brandell, Hanna Palmér, Hamid Asghari, Helena Roos, Håkan Lennerstad, Håkan Sollerwall, Ida Bergvall, Jan Olsson, Jannika Lindwall, Joakim Samuelsson, Jonas Dahl, Jorryt van Bommel, Judy Sayers, Jöran Petersson, Kajsa Bråting, Karolina Muhrman, Kenneth Ruthven, Kirsti Hemmi, Kris-tina Juter, Lars Madej, Leslie Jiménez, Linda Marie Ahl, Lotta Wedman, Madis Lepik, Maike Schindler, Magnus Österholm, Maria Alkhede, Maria Larsson, Maria Reis, Marie Tanner, Margareta Engvall, Mathias Norqvist, Mette Susanne Andresen, Morten Blomhøj, Ola Helenius, Olaf Knapp, Paul Andrews, Per Nilsson, Peter Frejd, Peter Nyström, Reidar Mosvold, Robert Gunnarsson, Suela Kacerja, Takashi Kawakami, Thomas Lingefjärd, Tomas Bergqvist, Troels Lange and Uffe Thomas Jankvist.

    The organising committee and the editors would like to express their grati-tude to the organisers of Matematikbiennalen 2018 for financially supporting the seminar. Finally we would like to thank all participants of MADIF 11 for sustaining their engagement in an intense scholarly activity during the seminar with its tight timetable, and for contributing to an open, positive and friendly atmosphere.

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  • 10. 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)
  • 11.
    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 (from 2013).
    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.

  • 12.
    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)
  • 13.
    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 in journal (Refereed)
    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.

  • 14. 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)
  • 15. 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)
  • 16.
    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.

     

     

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  • 17.
    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.

  • 18.
    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.

  • 19.
    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)
  • 20.
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Hemmi, Kirsti
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Swedish teachers talk about school algebra  2018In: Perspectives on professional development of mathematics teachers. Proceedings of MADIF 11 The eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018 / [ed] J. Bergman Ärlebäck, J. Häggström, M. Fahlgren, Y. Liljekvist, & O. Olande, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2018, p. 101-110Conference paper (Refereed)
  • 21.
    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)
  • 22.
    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.

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  • 23.
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Nordgren, Kenneth
    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).
    Randahl, Ann-Christin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural 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).
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Building infrastructures for collegial planning and preparation: A model for subject-didactic school development2021Conference paper (Refereed)
    Abstract [en]

    This paper will present an ongoing research project in a Swedish national programme for cooperation between schools and universities (www.kau.se/ulf ). The aim is to provide knowledge regarding how teachers plan and prepare lessons (PaP) in different subjects so that those techniques can be modelled. Further, by comparing different subjects, we will also learn more about the way in which disciplinary boundaries affect the planning process. RQ: How does collegial cooperation affect the practice and the quality of teacher planning and preparation? PaP is vital for high-quality in teaching and thus for student learning (Hattie, 2008; Mertens et al., 2010). Nevertheless, the infrastructure to support PaP is often poorly developed. In Sweden, as in many other countries, PaP is mainly the responsibility of individual teachers, disconnected from the local school organisation (Darling-Hammond & Rothman, 2011; Ellegård & Vrotsou, 2013; OECD, 2020). Indications of deficiencies in such infrastructures include fragmentation of time for planning, absence of functional collaborative settings, lack of routines and relevant input of new knowledge (Nordgren et al.,2019). This project bring together the fields of subject didactic (e.g. Hudson, 2016) and school development (e.g. Jarl, Blossing, & Andersson, 2017). We argue that PaP is a key to school development and that subject specific knowledge and skills associated with good PaP should be at the centre of teacher professional development (cf. Carlgren, 1999; Deng, 2018) to meet the challenges having creativity, literacy, and critical thinking as central aspects of teaching.In our presentation we will discuss how possibilities and restrains in the collegial setting affect the subject-oriented planning teams. We draw on data from planning team meetings (audio recordings, planning documents, etc.). Subject specific, as well as generic variation in the planning teams’ activity enhance our knowledge on how such designated communities can support PaP.

  • 24.
    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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  • 25.
    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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  • 26.
    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)
    Download full text (pdf)
    Kunskaper för matematikundervisning
  • 27.
    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)
  • 28.
    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)
  • 29.
    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.

  • 30.
    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)
  • 31.
    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)
  • 32.
    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)
  • 33.
    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.

  • 34.
    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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  • 35.
    Mellroth, Elisabet
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Vinerean-Bernhoff, Mirela
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Boström, Mattias
    Karlstad kommun.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Differentiated instruction using learning management systems in upper secondary school and university level: A research proposal2019In: Including the highly gifted and creative students: Current ideas and future directions.: Proceedings of the 11th International conference on mathematics creativity and giftedness. / [ed] Marianne Nolte, Münster: Verlag für wissenschaftliche Texte und Medien , 2019, p. 378-380Conference paper (Refereed)
    Abstract [en]

    There is a need to develop an infrastructure to support and maintain teaching that both challenge all students at their knowledge level and open up the possibility to applying mathematical knowledge in innovative and creative ways. Learning management systems (LMS) are widely used throughout the Swedish school system. However, recent studies shows that few teachers use this resource for teaching development, i.e., using LMS as an instrument to improve forthcoming lessons. In this poster a research proposal is outlined. The aim is to explore how LMS can be used as an instrument for differentiated instruction throughout the intertwined processes of planning, teaching, studying, follow up and assessment.

  • 36.
    Nilsberth, Marie
    et al.
    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).
    Olin-Scheller, Christina
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Hallquist, Claes
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Digital teaching as the new normal?: Swedish upper secondary teachers' experiences of emergency remote teaching during the COVID-19 crisis2021In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 20, no 4, p. 442-462Article in journal (Refereed)
    Abstract [en]

    This paper takes an interest in how schools and teachers dealt with new demands when teaching rapidly went online during school closures related to the COVID-19 pandemic, in what we see as an example of emergency remote teaching. The aim is to make visible how schools and teachers dealt with the demands that they were confronted with while under hard pressure during emergency remote teaching, and what discursive frames are used in upper secondary teachers' pedagogical considerations. Fifteen teachers of history, mathematics and Swedish (five from each subject) are followed in recurring interviews between April 2020 and September 2020, resulting in a total of 41 interviews. A narrative approach is used in the analysis and results show how teachers made large efforts to maintain teaching in what can be described as a crisis organization. Three main discourses are identified: (a) a strong assessment discourse; (b) a relational discourse; and (c) a compensatory discourse. The findings are discussed in the light of educational policy based on the so-called Nordic model and the idea of one-school-for all, and in relation to what becomes possible to teach as well as what is not possible to do in times of crisis.

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  • 37.
    Nilsberth, Marie
    et al.
    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 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).
    Samuelsson, Johan
    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), Centre for the Studies of Social Sciences Didactics (from 2013).
    Hallquist, Claes
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Svenska gymnasielärares erfarenheter från distansundervisning med anledning av Covid-19 pandemin2020Report (Refereed)
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  • 38.
    Nordgren, Kenneth
    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).
    Bergh, Daniel
    Department of Education and Special Education, University of Gothenburg, SE-405 30, Gothenburg, Sweden.
    Duek, Susanne
    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 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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Jakobsson, Martin
    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).
    Haraldsson, Kerstin M. (Photographer)
    Karlstad University.
    Rektorers uppfattningar om undervisningens villkor och en skola på vetenskaplig grund: En uppföljande enkätstudie till undersökningen Lärares planering och efterarbete av lektioner: Infrastrukturer för kollegialt samarbete och forskningssamverkan2022Report (Refereed)
    Abstract [sv]

    Föreliggande rapport redovisar resultat från en enkätstudie som riktades till rektorer på grundskola och gymnasium. Undersökningen genomfördes under hösten 2019 inom ramen för ULF (Utbildning, Lärande, Forskning), som är en nationell försöksverksamhet. Målet med försöksverksamheten är att utveckla och pröva hållbara samverkansmodeller mellan akademi och skola vad gäller forskning, skolverksamhet och lärarutbildning.

    Enkätstudien syftar till att undersöka om kollegial samverkan runt planering och efterarbete kan utgöra en grund för skolutveckling och forskningssamverkan mellan skola och akademi. Enkäten efterfrågade även hur rektorer ser på forskningens roll i skolan. I rapporten sätts resultat från rektorsenkäten även i relation till en lärarenkät genomförd 2018 (Nordgren et al., 2019).

    Våra studier visar att kollegial samplanering runt undervisning skulle kunna vara central för en samverkan om forskning och utveckling. Resultaten påvisar emellertid stora skillnader mellan hur rektorer och lärare uppfattar villkoren för, och organisationen av utvecklingsarbetet runt undervisning.  Ett annat centralt resultat är att rektorer och lärare visar sig intresserade av forskning och samverkan mellan skola och akademi, men båda grupperna ger uttryck för att deras villkor att systematiskt utveckla sin verksamhet är begränsade.

    Denna rapport ger ett omfattande och rikt underlag för lärare, rektorer, forskare och skolpolitiker att reflektera över vilka strategier som kan vara långsiktiga och hållbara för att understödja en skola på vetenskaplig grund.

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  • 39.
    Nordgren, Kenneth
    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).
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Jakobsson, Martin
    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).
    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).
    Portfelt, Ingela
    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).
    Collegial Planning and Preparation as Subject-didactical School Improvement2023Conference paper (Refereed)
    Abstract [en]

    Planning and preparation (PaP) are vital for high-quality teaching and thus for student learning. Nevertheless, the infrastructure to support teachers' PaP is often poorly developed. This project brings together the fields of subject didactic and school development in order to investigate PaP as part of an organised infrastructure and as qualified activity. We focus how infrastructure can be organised to support PaP in sustainable ways for professional development, efficient for transforming knowledge into relevant teaching activities, and is systematic and dialogic in its formative approach. The aim is to develop knowledge about a didactical collegial practice as well as about its role in the local school infrastructure. Our research-based hypothesis is that teachers PaP benefit from a collegial collaboration (Darling-Hammond et al., 2017) and that the implementation of such a designated work needs the local school management's active support (Jarl et al., 2017). We have followed the commencement and implementation of twelve subject-based planning teams (audio recorded meetings; documents). A modified version of the Tyler-model (Tyler, 1950), and tools from legitimation code theory (Maton, 2014) frames the analysis. The contribution to the fields of subject didactics bridge the knowledge gap about PaP qualities and competencies. It is likewise important for school improvement, as there is a parallel gap about leading PaP as a strategy for improvement. This knowledge is vital for improving school-reform programs, and teacher education. 

  • 40.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 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 Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    What About the Infrastructure for Planning and Evaluating Teaching?: A Quantitative Perspective on the Conditions for Teaching, Learning and Professional Learning Communities2019Conference paper (Other academic)
  • 41.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (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).
    Bergh, Daniel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for Research on Child and Adolescent Mental Health (from 2013).
    Collegial collaboration when planning and preparing lessons: A large-scale study exploring the conditions and infrastructure for teachers' professional development2021In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 108, article id 103513Article in journal (Refereed)
    Abstract [en]

    This study explores how teachers perceive the working conditions for planning and preparing their lessons, focusing on collegial collaboration and systematic and formative teaching. The data were collected through a survey (n = 2285) on infrastructure for teaching development and time for planning and preparation. The results show a systematic correlation between a supportive, collegial structure for planning and preparation and teachers' validation of their teaching and working conditions. However, our findings also indicate that collaborative work is insufficient to support efficient formative teaching and that there are general shortfalls in the infrastructural settings around teachers' planning and preparation. (C) 2021 The Authors. Published by Elsevier Ltd.

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  • 42.
    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.

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  • 43.
    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.))
  • 44.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Randahl, Ann-Christine
    Göteborgs universitet, Sverige.
    Portfelt, Ingela
    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 Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Kristiansson, Martin
    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).
    Forssten Seiser, Anette
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Collegial Planning and Preparation as Subject-didactical School Improvement2023Conference paper (Refereed)
    Abstract [en]

    This paper reports on a project aiming to develop empirical and theoretical knowledge about teachers' planning and preparations (PaP) of lessons as a didactical collegial practice and how this shapes and is shaped by the local school organization. One goal is to explore and theoretically describe PaP as a collegial practice by contrasting different subjects over time. Another is to analytically explore how these settings affect and enable teachers' ability to make strategic decisions for students' learning. Finally, the aim is to examine local school improvement efforts. The project is based on longitudinal case studies wherein teachers of different school subjects had time to plan and prepare lessons. The collegial setting was organized to facilitate teachers' focus on student learning, primarily subject-oriented and sometimes cross-curricular, but always oriented to a learning object. This design allowed us to study teachers' transformational competence over time and between subjects by following their decisions about content, learning goals and objects, sequencing, and adjusting to students' needs and interests. This design opened up for comparative analyses to better understand similarities and differences between and across subjects. Further, the schools have different management cultures, one more individual and one more collegial. How PaP is implemented and refigured in regard to the local school organization is also examined in the project. We will be asking three research questions: 

    • RQ1: How do teachers' PaP appear as a transformational competence when scheduled as collegial collaboration? 
    • RQ2: How does the collegial teaching setting affect teachers' ability to make strategic decisions in relation to students' learning? 
    • RQ3: How is school leading prefigured in the implementation process of scheduled collegial PaP at participating schools, and what are the implications for the local school organizations? 

    What motivates this focus on PaP? In short, we know little about how collegial planning affects teachers' transformational competence and how this may be context-bound to different subjects, nor about its infrastructural function in the local school organization (Hirsh, & Lindberg, 2015; Yuan, & Zhang, 2016). Such evidence-informed knowledge is needed as PaP involves complex strategic decisions that have been shown to benefit from adequate collegial cooperation (Nordgren et al., 2019; 2022). As teachers can make a difference in student learning beyond socio-economic restraints (Hattie, 2008), school authorities and research communities alike have invested in enhancing teachers' professionalism both through collegial and individual strategies (Chetty et al., 2014; Lefstein et al., 2020). Consequently, it is a paradox that planning is largely overlooked as a fundamental activity for generating qualitative teaching. Boeskens and Nusche (2021) note that student learning does not correlate with lesson time as such, but with 'the time students spend engaged with tasks that are of adequate difficulty' (p. 12). To improve teaching quality, teachers have to canalize their knowledge through their PaP. If PaP is compromised due to organizational or ability restrictions, teaching quality will also be compromised. Yet, the role of teachers' planning is seldom distinguished in political reforms nor as a salient practice in school improvement research. In subject-didactical research, the planning–teaching–reflecting cycle is acknowledged as core to teachers' professionalism (Carlson & Daehler, 2019), yet it is seldom targeted for study (Boeskens & Nusche, 2021). Evidence indicates that whether the school improvement efforts target collegial cooperation or teacher leadership, a necessary condition for enduring improvements is teachers' ability to think strategically and autonomously about students’ learning processes (Kennedy, 2016). 

    Methodology

    Selection: The project was carried out in cooperation with one upper secondary school and one lower secondary school in Sweden. Voluntary schools were selected based on interest and size. In addition, the school leaders had to participate actively, and the teachers had to be allotted joint weekly planning time. The upper secondary school is in a mid-sized city. There are six planning teams organized based on teaching content: history, mathematics (three on three levels), technology, and physics. Each team consists of two to four participants. The whole management team (two directors and six principals) is participating in the project. The lower secondary school is in a municipality. The teachers are divided into six planning teams in one subject, Swedish, each with two teachers. One principal represents the lower secondary school. In total, the project monitors around 25 teachers, nine school leaders, and 600 students. Implementation: Planning teams (PTs) were set up to meet weekly at a scheduled time. Each PT plans and prepares teaching sequences. Each PT had one contact in the research group with subject-didactical expertise. A specific focus was on to what extent the collegial setting supports teachers' formative strategies. School leaders were actively involved in implementing the project. The school leaders met regularly to discuss the project's implications with experts in school development research.

    Data: Audio-recorded PT group meetings, audio-recorded interviews with school leaders, and additional planning documents. Analysis procedure: Audio recordings from the PTs has been analyzed thematically. We have developed a framework for categorizing the data. Categories developed a priori (previous research and theory) were combined with categories a posteriori (deductive and inductive steps in the analytical procedure) (e.g. Österholm et al., 2016). The framework makes it possible to navigate the extensive data and analyze singular themes (e.g. teachers' choice of activity), correlation (choice of activity and formative teaching), or the whole iterative process of how teachers transform content plays out over time and in different subjects. Legitimation Code Theory (LCT) and particularly the dimension of Specialization is used to analyze teachers’ transformational competence as they take strategic decisions on students' learning (Maton, 2014). The NVivo coding enables us to search the extensive data to make comparative analyses overtime on what themes different PTs decide to focus. The coded PT meetings are also influential in searching for and unpacking the collegial setting and the complexity of strategic decisions. 

    Conclusion

    As already mentioned, we have comprehensive data. Our analytical results are preliminary and most of the material has not yet been analyzed. The initial findings can briefly be summarised: Collegial PaP as practice: After a negotiating period, a collegial PaP practice was developed. The teams started targeting specific areas that they wanted to explore. After a while, teachers began to implement research-based models to develop their teaching. PaP as transformation: Teachers do have formative ambitions but struggle to find effective and functional methods. A comparative perspective: Planning teams approach the PaP process differently, which seems to be related to subject-specific causes. For example, the planning team in History spent 36% on specifying objectives and knowledge whereas the planning team in Mathematics spent 5% on that theme. In a closer analysis of the teachers’ interactions, different beliefs about knowledge and knowers appeared where a hierarchical knowledge structure and a horizontal knower structure were identified in Mathematics and a horizontal knowledge structure and a hierarchical knower structure were identified in History (Jakobsson et al., 2022). PaP Implementation: It seems to take a rather limited amount of time for teachers to take PaP ownership. The local management culture seems to be of importance but in a complex way. The results show how methods that support dialogue, intersubjectivity, and unforced consensus enable the progress of an equivalent collaboration (Forssten Seiser, & Portfelt, 2022). In addition, the results reveal how a lack of shared agreements regarding the purpose of collaboration constraints, or even prevents, co-ownership. Hence, PaP is a complex and strategic decision; schools need to consider how to organize this activity adequately. We suggest that this calls for a balance between teachers' time for individual planning and marking and time with colleagues as a supportive setting for joint planning and strategic decisions. 

    References

    Boeskens, L., & Nusche, D. (2021). "Not enough hours in the day: Policies that shape teachers' use of time". OECD Education Working Papers, No. 245, OECD Publishing.

    Carlson, J., & Daehler, K. R. (2019). The refined consensus model of pedagogical content knowledge in science education. In: Hume A., Cooper R., Borowski A. (Eds.), Repositioning pedagogical content knowledge in teachers' knowledge for teaching science (pp. 77-92). Springer.

    Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers I: Evaluating bias in teacher value-added estimates. American Economic Review, 104(9), 2593-2632.

    Forssten Seiser, A., & Portfelt, I. (2022). Critical aspects to consider when establishing collaboration between school leaders and researchers: two cases from Sweden. Educational action research, 1-16.

    Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement: Routledge.

    Hirsh, Å., & Lindberg, V. (2015). Formativ bedömning på 2000-talet–en översikt av svensk och internationell forskning. Vetenskapsrådet

    Jakobsson, M., Randahl, A. C., & Nordgren, K. (2022). Planification et préparation collégiale des cours en Suède. Revue internationale d’éducation de Sèvres, (90), 127-137.

    Kennedy, M. (2016), "How does professional development improve teaching?", Review of Educational Research, Vol. 86/4, pp. 945-980

    Lefstein, A., Vedder-Weiss, D., & Segal, A. (2020). Relocating research on teacher learning: Toward pedagogically productive talk. Educational researcher, 49, 0013189X2092299.

    Maton, K. (2014). Building powerful knowledge: The significance of semantic waves. In: B. Barrett & E. Rata (Eds.), Knowledge and the future of the curriculum (pp 181-197). Palgrave studies in excellence and equity in global education. Palgrave Macmillan

    Merritt, E. G. (2016). Time for teacher learning, planning critical for school reform. Phi delta kappan, 98(4), 31-36.

    Nordgren, K., Bergh, D., Duek, S., Liljekvist, Y., & Jakobsson, M. (2022). Rektorers uppfattningar om undervisningens villkor och en skola på vetenskaplig grund: En uppföljande enkätstudie till undersökningen Lärares planering och efterarbete av lektioner: Infrastrukturer för kollegialt samarbete och forskningssamverkan. Karlstads universitet.

    Nordgren, K., Kristiansson, M., Liljekvist, Y., & Bergh, D. (2019). Lärares planering och efterarbete av lektioner: Infrastrukturer för kollegialt samarbete och forskningssamverkan. KUP

    Nordgren, K. (2019). Boundaries of historical consciousness: a Western cultural achievement or an anthropological universal? Journal of Curriculum Studies, 51(6), 779-797. Y

    uan, R., & Zhang, J. (2016). Promoting teacher collaboration through joint lesson planning: Challenges and coping strategies. The Asia-Pacific Education Researcher, 25(5), 817–

    Österholm, M., Bergqvist, T., Liljekvist, Y., & van Bommel, J. (2016). Utvärdering av Matematiklyftets resultat: slutrapport.Umeå Universitet. 

  • 45.
    Norqvist, Mathias
    et al.
    Umeå universitet.
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Jonsson, Bert
    Umeå universitet.
    Lithner, Johan
    Umeå universitet.
    Increased efficiency when engaging in creative mathematical founded reasoning2013In: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 5. / [ed] Lindmeier, A. M. & Heinze, A., Kiel, Germany: PME , 2013, p. 136-136Conference paper (Refereed)
  • 46.
    Norqvist, Mathias
    et al.
    Umeå universitet, Institutionen för matematik och matematisk statistik.
    Lithner, Johan
    Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
    Jonsson, Bert
    Umeå universitet, Institutionen för psykologi.
    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.
    Creative Reasoning More Beneficial For Cognitively Weaker Students2015In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education, Prague: Charles University , 2015, p. 502-503Conference paper (Refereed)
    Abstract [en]

    In a study with 91 upper-secondary students the efficiency of two different types of mathematical practice tasks, procedural based algorithmic tasks and creative reasoning tasks, were studied. It was found that although the algorithmic group outperformed the creative group during practice the latter performed significantly better on a follow-up test. Closer inspection revealed that the difference in test performance was, contrary to common beliefs, driven by the cognitively weaker students.

  • 47.
    Pettersson, Annika
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Kristinehamns kommun.
    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.
    Metoder för återkoppling - en kraftfull professionskunskap för matematikundervisning inom vuxenutbildningen2023In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 11, no 1, p. 55-80Article in journal (Refereed)
    Abstract [en]

    Mathematics is a subject that many students study in municipal adult education. Still, it is the subject in adult education that has the most dropouts, the lowest grades and the highest percentage of failing grades. In this study, a professional teacher and a researcher work together to increase knowledge about how feedback methods can affect both student's learning och teacher's teaching in adult education. How adult students' commitment and study techniques are affected by two different methods of feedback is studied specifically. The study is an action research project, taking starting point in an ongoing practice, where the teacher has developed and tested different methods for feedback over several years. The results show that the methods support teachers' work in the complex teaching situation that adult education entails. The methods also seem to support student learning when they are used frequently and systematically, and seem to be beneficial for engagement and study techniques.

  • 48.
    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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  • 49.
    Przybilla, Johannes
    et al.
    University of Passau, Germany.
    Brandl, Matthias
    University of Passau, Germany.
    Vinerean, Mirela
    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.
    Interactive Mathematical Maps: A contextualized way of meaningful Learning2021In: Bringing Nordic mathematics education into the future. Papers from NORMA 20, Preceedings of Norma 20, The ninth Nordic Conference on Mathematics Education, Oslo, 2021 / [ed] Nortvedt, G. A.; Buchholtz, N. F.; Fauskanger, J.; Hreinsdóttir, F.; Hähkiöniemi, M.; Jesse, B. E.; Kurvits, J.; Liljekvist, Y.; Misfeldt, M.; Naalsund, M.; Nilsen, H. K.; Pálsdóttir, G.; Portaankorva-Koivisto, P.; Radišić, J.; Virman, O. and Werneberg, 2021, p. 209-216Conference paper (Refereed)
    Abstract [en]

    Student teachers are often not able to link mathematical school and university contents. This problem results in the “double discontinuity” that goes back to Klein (1924)[1], which manifests itself in a lack of understanding and significance of university contents on the part of future teachers. Based on modern learning psychology we assume that this issue can be overcome by defragmentation – a thematically meaningful arrangement – of knowledge. For this purpose, we present a "dynamic interactive mathematical map" which should enable "meaningful learning" in the sense of Ausubel (1963) [2]. By giving the learners the possibility to retrace the formation of mathematical subjects in conjunction with the presentation of similar concepts, understanding is deepened and ultimately transfer of learning is facilitated. We also present one of the tentative studies connected with the map.

     [1] “The first ‘discontinuity’ concerns the well-known problems of transition which students face as they enter university. The second ‘discontinuity’ concerns those […] which return to school as teachers and the (difficult) transfer of academic knowledge gained at university to relevant knowledge for a teacher.” (Winsløw & Grønbæk, 2013, p. 2)[2] Ausubel (1963) shaped the term “meaningful learning”, which declares that learning is only meaningful (contrasted to rote learning), when connected to past learnings and many different contexts. 

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  • 50.
    Przybilla, Johannes
    et al.
    University of Passau, GER.
    Vinerean-Bernhoff, Mirela
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Brandl, Matthias
    University of Passau, GER.
    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.
    Rooms of Learning: A conceptual framework for student-centered teaching development in a digital era2021Report (Refereed)
    Abstract [en]

    In the context of teaching, there is often a clash of different generation cohorts, which have different attitudes to and skills in digital media and corresponding ways of teaching and learning, respectively. The current COVID19 situation works as an intensifying lens and shows the problems occurring in this context even more clearly. Many mathematics teachers feel urged to move away from the instruction- and lecture-centered teaching style and many universities are upgrading digitally, thus creating the conditions for innovative teaching.  

    Considering the change in learning theories and education curricula, we offer a general model called “Rooms of Learning” as a quick-to-see-and-interpret framework for the pre- and post-analysis of course design. It is backed by subject didactical frameworks that focus on interactions between the main actors involved in learning.  

    As starting points, we use the basic needs of today’s learners for autonomy, relatedness, and competence as well as the requirements of the present information society. Focusing on different levels of the learners’ autonomy, as the key factor for building up mathematical competence and life-long learning, we illustrate our practice-oriented model by analyzing different course layouts. Herein the strength of the model is demonstrated, as commonalities of the modern course designs successfully applied today are revealed. It suggests, when designing a course, care should be taken to ensure that the defined Peer teaching room and Self-studies room are given enough space.

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