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Publications (10 of 73) Show all publications
Krainer, K., Palmér, H., Jaworski, B., Prediger, S., Boero, P., Modeste, S., . . . Žalská, J. (2020). ERME anniversary panel on the occasion of the 20th birthday of the European Society for Research in Mathematics Education. In: Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis (Ed.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: . Paper presented at The Eleventh Congress of the European Society for Research in Mathematics Education, 5-11 February, 2019, Utrecht, The Netherlands (pp. 81-98). European Society for Research in Mathematics Education
Open this publication in new window or tab >>ERME anniversary panel on the occasion of the 20th birthday of the European Society for Research in Mathematics Education
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2020 (English)In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, European Society for Research in Mathematics Education, 2020, p. 81-98Conference paper, Published paper (Other academic)
Abstract [en]

The general aim of the panel was to offer a reflection on the genesis and the contribution of the European Society for Research in Mathematics Education (ERME) to research in mathematics education, regarding its past, present and future. After a short introduction, the panel focused on three topics: The ERME society, presenting a historical and present view; YERME and YESS, highlighting history and current developments related to supporting young researchers; the ERME book, focusing on its evolution, spirit and results. Each topic started with an input by two panel members who also answered questions by participants of CERME 11 sent in advance or raised during the panel. The panel was concluded by the president and the two co-chairs of the panel.

Place, publisher, year, edition, pages
European Society for Research in Mathematics Education, 2020
Keywords
Europe, mathematics education, collaboration, cooperation, communication, quality, inclusion, promoting young researchers
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-91694 (URN)978-90-73346-75-8 (ISBN)
Conference
The Eleventh Congress of the European Society for Research in Mathematics Education, 5-11 February, 2019, Utrecht, The Netherlands
Available from: 2020-01-31 Created: 2020-01-31 Last updated: 2020-02-20Bibliographically approved
Palmér, H. & Björklund, C. (2020). Framing Mathematics Teaching with Narratives: The Ambiguity of Goldilocks. In: Carlsen, M., Erfjord, I., Hundeland, P-S. (Ed.), Mathematics Education in the Early Years: Result from the POEM4 Conference, 2018. Paper presented at The fourth POEM Conference, 29–30 May 2018, Kristiansand, Norway (pp. 249-262). Springer
Open this publication in new window or tab >>Framing Mathematics Teaching with Narratives: The Ambiguity of Goldilocks
2020 (English)In: Mathematics Education in the Early Years: Result from the POEM4 Conference, 2018 / [ed] Carlsen, M., Erfjord, I., Hundeland, P-S., Springer, 2020, p. 249-262Conference paper, Published paper (Refereed)
Abstract [en]

In preschool, narratives are often used in teaching, both to make the learning content interesting and appealing and to frame the content intended for the children to learn. In this chapter, the children’s story “Goldilocks” is used as an example of the complexity in framing mathematics teaching with narratives. Two empirical examples are used to illustrate this complexity and to reinforce the focus of the chapter—a content analysis of the Goldilocks story. The story is analysed based on what mathematical content is brought to the fore (and thus what may be picked up as potential learning objects), and more specifically what challenges for learning the mathematical concepts the story entails. The analysis shows that the mathematical content in the story entails a complexity that may hinder the emergence of mathematical learning objects if the story is played out true to its original form. A conclusion based on the content analysis and reinforced by the empirical examples is that unless a preschool teacher has an advanced understanding of the mathematical concepts in question, the story makes it difficult to frame children’s concept exploration in profitable ways. Thus, the narrative of Goldilocks is not an easy story to base mathematics teaching on.

Place, publisher, year, edition, pages
Springer, 2020
Keywords
early mathematics, narrative, Goldilocks, series
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-92968 (URN)10.1007/978-3-030-34776-5_15 (DOI)978-3-030-34775-8 (ISBN)978-3-030-34776-5 (ISBN)
Conference
The fourth POEM Conference, 29–30 May 2018, Kristiansand, Norway
Available from: 2020-03-17 Created: 2020-03-17 Last updated: 2020-03-19Bibliographically approved
van Bommel, J. & Palmér, H. (2020). Matematikundervisning i förskoleklass. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Matematikundervisning i förskoleklass
2020 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2020. p. 110
Keywords
problemlösning, förskoleklass, matematik
National Category
Didactics
Research subject
Mathematics, Mathematical Education; Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-90855 (URN)978-91-44-13257-0 (ISBN)
Projects
PiF
Available from: 2020-01-10 Created: 2020-01-10 Last updated: 2020-02-04Bibliographically approved
Palmér, H. & Björklund, C. (2020). Toddlers exploring structural elements in play. In: Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis (Ed.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: . Paper presented at The Eleventh Congress of the European Society for Research in Mathematics Education, 5-10 February, 2019, Utrecht (pp. 2331-2338). Utrecht, the Netherlands: European Society for Research in Mathematics Education
Open this publication in new window or tab >>Toddlers exploring structural elements in play
2020 (English)In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: European Society for Research in Mathematics Education, 2020, p. 2331-2338Conference paper, Published paper (Refereed)
Abstract [en]

The focus of this paper is on possibilities for children to discern elements of structure and to develop structural awareness through play. In Sweden, preschool is part of the education system why teaching is to be conducted. At the same time, play is to be promoted and consciously used. In this paper, we explore possibilities for the youngest preschool children (2-3-yearolds) to discern structural elements in a rule-based play. In the example, discerning structural elements becomes of importance for being able to participate proficiently in the play. As such, the example shows that a conscious use of play may promote toddlers’ development of structural awareness which in turn is of importance for further mathematical learning and for their participating in the play.

Place, publisher, year, edition, pages
Utrecht, the Netherlands: European Society for Research in Mathematics Education, 2020
Keywords
toddler, structural awareness, early mathematics, play, playresponsive teaching
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-91695 (URN)978-90-73346-75-8 (ISBN)
Conference
The Eleventh Congress of the European Society for Research in Mathematics Education, 5-10 February, 2019, Utrecht
Funder
Swedish Institute for Educational Research, 2010:800
Available from: 2020-01-31 Created: 2020-01-31 Last updated: 2020-02-20Bibliographically approved
Palmér, H. & van Bommel, J. (2020). Young students posing problem-solving tasks: what does posing a similar task imply to students?. ZDM - the International Journal on Mathematics Education
Open this publication in new window or tab >>Young students posing problem-solving tasks: what does posing a similar task imply to students?
2020 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704Article in journal (Refereed) Epub ahead of print
Abstract [en]

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

Keywords
preschool class, problem posing, problem solving
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-91141 (URN)10.1007/s11858-020-01129-x (DOI)
Projects
PiF
Available from: 2020-01-22 Created: 2020-01-22 Last updated: 2020-01-29
van Bommel, J. & Palmér, H. (2019). Book Review: Building the foundation: Whole numbers in the primary grades. Maria G. Bartolini Bussi and Xu Hua Sun(Eds.) (2018) The 23rd ICMI study – new ICMI study series [Review]. Educational Studies in Mathematics, 100(2), 193-199
Open this publication in new window or tab >>Book Review: Building the foundation: Whole numbers in the primary grades. Maria G. Bartolini Bussi and Xu Hua Sun(Eds.) (2018) The 23rd ICMI study – new ICMI study series
2019 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 100, no 2, p. 193-199Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Springer, 2019
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-79138 (URN)10.1007/s10649-018-9866-8 (DOI)
Available from: 2018-12-09 Created: 2018-12-09 Last updated: 2019-02-07Bibliographically approved
Palmér, H. (2019). Collective and individual perspectives on preschool mathematics within a professional development programme. International Journal of Early Years Education, 27(3), 306-321
Open this publication in new window or tab >>Collective and individual perspectives on preschool mathematics within a professional development programme
2019 (English)In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 27, no 3, p. 306-321Article in journal (Refereed) Published
Abstract [en]

This article explores collective and individual perspectives onpreschool mathematics within a professional developmentprogramme. All seven teachers at one Swedish preschoolparticipated in a one-year research-based professionaldevelopment programme. At the beginning and then again at theend of the programme, the teachers collectively wrote down theirgoals for mathematics teaching at the preschool. In the article,these goals will be compared to three teachers’individual writingsduring the year. This comparison indicates that the professionaldevelopment of these teachers may have been collective, but notjoint, as the collectively written goals seem to imply slightlydifferent things for the individual teachers. Thus, what may looklike collective goals for the teaching of mathematics at onepreschool may in fact imply quite large differences in themathematics teaching of individual teachers. If collectiveprofessional development programmes are to have an impact,differences between teachers need to be made visible and, as anext step, be the basis for the development of professionallanguage as well as evaluation and planning of preschoolmathematics and further professional development.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
preschool, mathematics education, professional development
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-71734 (URN)10.1080/09669760.2018.1452719 (DOI)000482477800007 ()
Available from: 2018-03-22 Created: 2018-03-22 Last updated: 2019-09-24Bibliographically approved
Björklund, C. & Palmér, H. (2019). I mötet mellan lekens frihet och undervisningens målorientering i förskolan.. Forskning om undervisning och lärande, 7(1), 64-85
Open this publication in new window or tab >>I mötet mellan lekens frihet och undervisningens målorientering i förskolan.
2019 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, no 1, p. 64-85Article in journal (Refereed) Published
Abstract [sv]

Fokus i denna artikel är mötet mellan lekens öppenhet och undervisningens målorientering i förskolan. Studiens syfte var att, med utgångspunkt i 62 videodokumentationer där förskollärare deltar i barns lek, visa hur målorientering kan konstitueras i lek och vad som då sker med leken i förhållande till barnens intentioner. Resultaten visar att målorienterade processer kan integreras i lek utan att lekens intentioner förändras. Resultaten visar också att målorienterade processer kan driva leken framåt när förskollärare möjliggör för barn att utveckla, för leken nödvändiga, kunskaper och färdigheter. Detta kräver att interaktionen mellan förskollärare och barn samtidigt är riktad mot målet för leken och mot hur barnet förstår det för leken nödvändiga innehållet. Kritiskt tycks vara hur lärandemål formas i förhållande till barnens initiativ eftersom dessa har betydelse både för lekens riktning och för vilka lärandemål som blir möjliga eller nödvändiga att behandla.

Abstract [en]

The focus of this article is on the openness of play and the goal-direction of teaching in preschool. The aim was to investigate how goal-orientation may be formed in play and in what ways this impacts on the play in relation to the children’s intentions. The study is based on 62 video documentations of play situations in which preschool teachers participate. The results show that goal-oriented processes can be integral to play when preschool teachers enable children to develop knowledge and skills necessary for the play. This, however, demands joint attention in the interaction as well as the teacher understanding the child’s understanding of the content that is necessary for the play simultaneously. Formulating learning goals in line with children’s intentions seems to be critical since children’s intentions direct the play and thus which learning goals that will be possible or necessary to comprise.

Place, publisher, year, edition, pages
Lärarstiftelsen; Lärarförbundets vetenskapliga råd; Lärarförlaget, 2019
Keywords
förskola, lek, matematik, lekresponsiv
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-81349 (URN)
Available from: 2019-03-27 Created: 2019-03-27 Last updated: 2019-12-02Bibliographically approved
Pramling, N., Wallerstedt, C., Lagerlöf, P., Björklund, C., Kultti, A., Palmér, H., . . . Pramling Samuelsson, I. (2019). Play-responsive teaching in early childhood education. Springer
Open this publication in new window or tab >>Play-responsive teaching in early childhood education
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2019 (English)Book (Refereed)
Abstract [en]

This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.

Place, publisher, year, edition, pages
Springer, 2019. p. 183
Series
International Perspectives on Early Childhood Education and Development, ISSN 2468-8746, E-ISSN 2468-8754 ; 26
Keywords
developing play-responsive didaktik, playing, playworlds, and early childhood education, teachers' playing skills, teachers participating in children's play, folktales providing frameworks for playing, narrative play frame for mutual problem solving
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-82506 (URN)10.1007/978-3-030-15958-0 (DOI)9783030159573 (ISBN)9783030159580 (ISBN)
Available from: 2019-05-13 Created: 2019-05-13 Last updated: 2019-05-13Bibliographically approved
Palmér, H. (2019). Problemlösning genom programmering med och utan digitala verktyg. In: Susanne Kjällander & Bim Riddersporre (Ed.), Digitalisering i förskolan på vetenskaplig grund: (pp. 115-138). Stockholm: Natur och kultur
Open this publication in new window or tab >>Problemlösning genom programmering med och utan digitala verktyg
2019 (Swedish)In: Digitalisering i förskolan på vetenskaplig grund / [ed] Susanne Kjällander & Bim Riddersporre, Stockholm: Natur och kultur, 2019, p. 115-138Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2019
Keywords
programmering, förskola, matematik
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-81752 (URN)9789127824331 (ISBN)
Available from: 2019-04-08 Created: 2019-04-08 Last updated: 2019-04-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2217-6624

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