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Ebbelind, Andreas, DrORCID iD iconorcid.org/0000-0001-8452-6357
Publications (10 of 37) Show all publications
Patron, E., Wernholm, M., Danielsson, K., Palmér, H. & Ebbelind, A. (2024). An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds' Meaning Making in Chemistry. Education Sciences, 14(1), Article ID 79.
Open this publication in new window or tab >>An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds' Meaning Making in Chemistry
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2024 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 14, no 1, article id 79Article in journal (Refereed) Published
Abstract [en]

Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animations of water molecules and phase changes of water. This study is qualitative and draws on the frameworks of social semiotics and Designs for Learning, DfL, where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as a basis for the lesson design and as an analytical tool. The analyzed data were generated by filming when pupils participated in multimodal learning activities, created digital animations, and participated in meta-reflective discussions regarding their digital animations. The main findings are that multimodally designed lessons can increase pupils’ meaning making in chemistry, that the creation of digital animations may both increase pupils’ participation and support their meaning making, and that meta-reflection of pupils’ representations is an important part of the lesson design.

Place, publisher, year, edition, pages
MDPI, 2024
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-126327 (URN)10.3390/educsci14010079 (DOI)001149466500001 ()2-s2.0-85183092320 (Scopus ID)
Available from: 2024-01-10 Created: 2024-01-10 Last updated: 2024-02-14Bibliographically approved
Ebbelind, A. (2024). Combining enactivism and systemic functional linguistics: a methodology for examining (mathematics teacher educator) language.. Journal of Mathematics Teacher Education
Open this publication in new window or tab >>Combining enactivism and systemic functional linguistics: a methodology for examining (mathematics teacher educator) language.
2024 (English)In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820Article in journal (Refereed) Published
Abstract [en]

As mathematics teacher educators (MTEs), we are motivated by the lack of research concerning the language that MTEs use in initial teacher education settings. In this paper, we turn our attention towards developing a methodological approach to studying the language-in-use during teacher education situations, with a specific focus on the language of the MTE in the form of a monologue. The methodological approach that we present draws upon two theoretical perspectives, specifically, the situated cognition theory of enactivism and the social semiotic perspective of systemic functional linguistics (SFL). To develop this methodology, we explore both of these theoretical perspectives, focussing on their respective conceptualisations of language, from which we derive a set of methodological principles and practices. A significant feature of the methodology presented in this paper, is that it takes into account the researchers’ relationships with the subject of research. Thus we propose this methodology as being of particular significance to practitioner–researchers studying the language of other practitioners within the same field (e.g. MTEs studying the language of other MTEs), as well as to the study of one’s own use of language in mathematics education settings. From our methodological perspective we explore the meaning of quality research, proposing relevant criteria. We exemplify the methodological principles and practices by analysing a transcript of a mathematics teacher education lecture for prospective primary teachers in Sweden.

Keywords
Mathematics teacher education Mathematics teacher educators Language Methodology Enactivism Systemic functional linguistics
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-128071 (URN)10.1007/s10857-024-09619-5 (DOI)
Available from: 2024-02-29 Created: 2024-02-29 Last updated: 2024-02-29
Ebbelind, A. & Helliwell, T. (2024). Examining interpersonal aspects of a mathematics teacher education lecture. LUMAT: International Journal on Math, Science and Technology Education, 12(1), 113-125
Open this publication in new window or tab >>Examining interpersonal aspects of a mathematics teacher education lecture
2024 (English)In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 12, no 1, p. 113-125Article in journal (Refereed) Published
Abstract [en]

In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research.

Place, publisher, year, edition, pages
University of Helsinki, 2024
Keywords
mathematics teacher education, mathematics teacher educator, enactivism, systemic functional linguistics, language
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-127435 (URN)10.31129/LUMAT.12.1.2147 (DOI)
Available from: 2024-02-01 Created: 2024-02-01 Last updated: 2024-02-05Bibliographically approved
Palmér, H., van Bommel, J. & Ebbelind, A. (2024). Lösa och formulera problemuppgifter i matematik. In: Helena Ackesjö och Katarina Herrlin (Ed.), Att undervisa barn i skolstartsåldern: (pp. 61-81). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Lösa och formulera problemuppgifter i matematik
2024 (Swedish)In: Att undervisa barn i skolstartsåldern / [ed] Helena Ackesjö och Katarina Herrlin, Malmö: Gleerups Utbildning AB, 2024, p. 61-81Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2024
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-126000 (URN)9789151110714 (ISBN)
Available from: 2023-12-13 Created: 2023-12-13 Last updated: 2024-01-03Bibliographically approved
Patron, E., Wernholm, M., Danielsson, K., Ebbelind, A. & Palmér, H. (2024). Meningsskapande i kemi genom multimodal undervisning. In: Helena Ackesjö & Katarina Herrlin (Ed.), Att undervisa barn i skolstartsålder: (pp. 129-142). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Meningsskapande i kemi genom multimodal undervisning
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2024 (Swedish)In: Att undervisa barn i skolstartsålder / [ed] Helena Ackesjö & Katarina Herrlin, Malmö: Gleerups Utbildning AB, 2024, p. 129-142Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2024
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-125849 (URN)9789151110714 (ISBN)
Available from: 2023-12-01 Created: 2023-12-01 Last updated: 2024-01-03Bibliographically approved
Ebbelind, A. (2023). A functional view on language: a methodology for mathematics education to study shifts in prospective teachers’ discursive patterns. International Journal of Mathematical Education in Science and Technology, 54(8), 1731-1745
Open this publication in new window or tab >>A functional view on language: a methodology for mathematics education to study shifts in prospective teachers’ discursive patterns
2023 (English)In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 54, no 8, p. 1731-1745Article in journal (Refereed) Published
Abstract [en]

This paper set out to contribute to mathematics education research by elaborating on a methodology developed during a study, trying to understand, view and follow shifts in prospective teachers' discursive patterns. The methodology aims to illustrate and describe how prospective teachers adapt to the context of teaching through a flexible process. This flexible process is then described in the result as a narrative. It is argued that the methodology can be used in relation to different theoretical directions, such as research about beliefs, knowledge, or identity. Another contribution is that the methodology presented gives insights into bridging the gap between different analytical levels, micro and macro. With a theoretical foundation in ‘Cultural Worlds’ [Holland, D., Skinner, D., Lachicotte, W., & Cain, C. (1998). Identity and agency in cultural worlds. Harvard University Press.] the Social Semiotic approach of Systemic Functional Linguistics, SFL [Halliday, M., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective (2nd ed.). Oxford University Press] is used as a methodological tool. SFL offers a toolkit that allows the analysis of meaning at the clause level to uncover how and why a speaker produces a particular wording rather than any other in a specific social practice. The paper aims to illustrate and describe how to go beyond findings in the micro-analysis and then present the result as a narrative case.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2023
Keywords
Mathematics education, methodology, micro and macro analysis, systemic functional linguistics, beliefs, identity
National Category
Didactics Mathematics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-120878 (URN)10.1080/0020739x.2023.2204506 (DOI)000982901100001 ()2-s2.0-85158135923 (Scopus ID)
Available from: 2023-05-23 Created: 2023-05-23 Last updated: 2023-09-06Bibliographically approved
Patron, E., Wernholm, M., Danielsson, K., Palmér, H. & Ebbelind, A. (2023). An exploration of how multimodal teaching and the creation of digital animations contribute to six-year-olds' meaning-making in chemistry. In: : . Paper presented at 31st EECERA annual conference, 30th August – 2nd September 2023, Cascais, Portugal.
Open this publication in new window or tab >>An exploration of how multimodal teaching and the creation of digital animations contribute to six-year-olds' meaning-making in chemistry
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2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper aims to explore how well-designed multimodal teaching affects pupils' meaning-making and ‘what’s happening’ and ‘what’s possible’ when pupils create multimodal digital animations of water molecules and phase changes of water. Previous research has shown that pupils’ participation in educational activities increases when they are allowed to use several forms of expression (Petersen, 2020). The project is qualitative and draws on the frameworks of social semiotics (e.g., see Kress et al., 2001) and Designs for Learning, DfL (Selander, 2008), where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in Chemistry. Afterwards, the children while showing their digital animations were asked about what they had been doing and what their intentions behind certain actions had been (cf. Wernholm & Reneland-Forsman,2019). The project adheres to the ethical considerations regarding informed consent, anonymity, and the right to withdraw participation without giving a reason. The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that well-designed multimodal activities where pupils both create and reflect upon their digital animations appear to contribute to increased meaning-making in Chemistry. Thus, this project contributes with implications for early years of schooling by showing how using digital tools can create conditions for children’s participation and meaning-making in Chemistry.

Keywords
Designs for learning, digital animations, digital tools, Learning Design Sequence, multimodality, chemistry education
National Category
Educational Sciences Pedagogy
Research subject
Natural Science, Science Education; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-124033 (URN)
Conference
31st EECERA annual conference, 30th August – 2nd September 2023, Cascais, Portugal
Projects
Digitala verktyg och digital kompetens i förskolans- och skolans undervisning
Available from: 2023-09-04 Created: 2023-09-04 Last updated: 2023-09-05Bibliographically approved
Friesen, M., Helliwell, T., Casi, R., Ebbelind, A., Fauskanger, J., Ivars, P., . . . Samková, L. (2023). An introduction to TWG18: Building bridges between different perspectives: Emerging themes from international research into mathematics teacher education and professional development. In: Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E. (Ed.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).: Alfréd Rényi Institute of Mathematics and ERME.. Paper presented at Congress of the European Society for Research in Mathematics Education (CERME13), University of Budapest, Jul 2023, Budapest, Hungary. ERME
Open this publication in new window or tab >>An introduction to TWG18: Building bridges between different perspectives: Emerging themes from international research into mathematics teacher education and professional development
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2023 (English)In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).: Alfréd Rényi Institute of Mathematics and ERME. / [ed] Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E., ERME , 2023, , p. 8Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, we report of the major themes that emerged from the presentations and discussions of the paper and poster contributions in TWG18a+b. We identified the following overarching themes as key to the research and conference conversations in the field of pre-service mathematics teacher education and the professional development of in-service mathematics teachers and asked in particular: How can we (1) generalise from research whilst maintaining complexity? (2) best reflect our roles as mathematics teacher educators and researchers? (3) research the relationship between teacher education, professional development and classroom practice? (4) productively cross boundaries in our research? (5) better reflect the role of context? (6) make sure that our research makes mathematics sufficiently visible? Finally, we discuss how we can build on one another’s work to further develop the field and suggest possible future developments and research directions.

Place, publisher, year, edition, pages
ERME, 2023. p. 8
Keywords
Educational research, mathematics teacher education, professional development.
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-127284 (URN)
Conference
Congress of the European Society for Research in Mathematics Education (CERME13), University of Budapest, Jul 2023, Budapest, Hungary
Available from: 2024-01-30 Created: 2024-01-30 Last updated: 2024-02-05Bibliographically approved
Ebbelind, A., Palmér, H., Selander, S., Danielsson, K., Wernholm, M. & Patron, E. (2023). Bedömning i förskolan. In: Bim Riddersporre, Susanne Kjällander och Jonas Stier (Ed.), Den utbildningsvetenskapliga kärnan för förskolan: (pp. 316-333). Natur och kultur
Open this publication in new window or tab >>Bedömning i förskolan
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2023 (Swedish)In: Den utbildningsvetenskapliga kärnan för förskolan / [ed] Bim Riddersporre, Susanne Kjällander och Jonas Stier, Natur och kultur, 2023, p. 316-333Chapter in book (Other academic)
Place, publisher, year, edition, pages
Natur och kultur, 2023
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences; Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-125946 (URN)9789127464872 (ISBN)
Available from: 2023-12-09 Created: 2023-12-09 Last updated: 2024-01-23Bibliographically approved
Ebbelind, A., Palmér, H. & van Bommel, J. (2023). Experience a sense of being, becoming and belonging to an educational design project as professional development.. In: Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E. (Ed.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).: Alfréd Rényi Institute of Mathematics and ERME.. Paper presented at Congress of the European Society for Research in Mathematics Education (CERME13). ERME
Open this publication in new window or tab >>Experience a sense of being, becoming and belonging to an educational design project as professional development.
2023 (English)In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).: Alfréd Rényi Institute of Mathematics and ERME. / [ed] Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E., ERME , 2023, , p. 8Conference paper, Published paper (Refereed)
Abstract [en]

Research on professional development generally focuses on teacher change as the core of professional development. However, there remains an undocumented variability in how teachers change that identity studies try to document. This paper focuses explicitly on two teachers’, Diana and Nicolina, participation in an educational design research project and how the project might or might not support change when viewed from the teacher’s perspective. Through the lens of identity and ethics, we look at how teachers express a sense of being, becoming and belonging concerning their professional development. Participation in the project gives Diana a safe space of being the teacher she wants. But for Nicolina, the project is a way of becoming, providing other options for her future career. Both teachers feel a need, imagine a different way of being, and believe it is possible through their participation, and by that, the project supports change if they decide to change.

Place, publisher, year, edition, pages
ERME, 2023. p. 8
Keywords
Professional development, educational design research, teacher change, ethics
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-126658 (URN)
Conference
Congress of the European Society for Research in Mathematics Education (CERME13)
Available from: 2024-01-12 Created: 2024-01-12 Last updated: 2024-02-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8452-6357

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