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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. (2018). Collective and individual perspectives on preschool mathematics within a professional development programme. International Journal of Early Years Education
Open this publication in new window or tab >>Collective and individual perspectives on preschool mathematics within a professional development programme
2018 (English)In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463Article in journal (Refereed) Epub ahead of print
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.

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)
Available from: 2018-03-22 Created: 2018-03-22 Last updated: 2019-01-18
Palmér, H. & Maria, J. (2018). Combining entrepreneurship and mathematics in primary school: what happens?. Education Inquiry, 9(4), 331-346
Open this publication in new window or tab >>Combining entrepreneurship and mathematics in primary school: what happens?
2018 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 9, no 4, p. 331-346Article in journal (Refereed) Published
Abstract [en]

This article reports on an educational design research study exploring the potential of combining entrepreneurship and mathematics – two of the key competencies stressed as important in a society of lifelong learning. The aim of the study was to explore what happens when entrepreneurship is integrated into mathematics lessons. Eight Swedish primary schools were involved in the iterative design wherein researchers and teachers together planned, implemented, and evaluated lessons. The results indicate that combining entrepreneurial and mathematical competencies may produce a win-win situation. Entrepreneurial competencies can be of value when students are learning mathematics, and at the same time mathematics teaching can be organised so that students develop both mathematical and entrepreneurial competencies.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
problem solving, entreprenurial competencies, primary school mathematics
National Category
Didactics
Research subject
Mathematics, Mathematical Education; Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-72476 (URN)10.1080/20004508.2018.1461497 (DOI)
Available from: 2018-04-11 Created: 2018-04-11 Last updated: 2018-12-11Bibliographically approved
van Bommel, J. & Palmér, H. (2018). Enhancing young children's understanding of a combinatorial task by using a duo of digital and physical artefacts. Early years
Open this publication in new window or tab >>Enhancing young children's understanding of a combinatorial task by using a duo of digital and physical artefacts
2018 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421Article in journal (Refereed) Epub ahead of print
Abstract [en]

In mathematics education, digital tools have been used to enhance young children’s understanding of specific subject matter. In such implementations, the digital tool can replace, amplify or transform ‘ordinary’ mathematics teaching. In an initial study, systematization and duplication were identified as critical when young children were to solve a combinatorial task. Therefore, a digital version of the task was developed and combined with a non-digital version, to introduce the use of dual artefacts. The digital version of the task enabled the children to visually explore systematization as well as the principle of completion. After using this digital version of the task, the children’s written records, became more systematic and included fewer duplications. We conclude that the digital version of the task reinforced young children’s understanding of the combinatorial task and that the use of dual artefacts enhanced children’s understanding of what a combinatorial problem encompasses.

National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-76959 (URN)10.1080/09575146.2018.1501553 (DOI)
Available from: 2018-07-19 Created: 2018-07-19 Last updated: 2019-01-18
van Bommel, J., Palmér, H. & Liljekvist, Y. (2018). Matematikuppgifter: varför, vad, när, hur, och för vem?. In: Ola Helenius & Maria Johansson (Ed.), Att bli lärare i matematik: (pp. 61-84). Stockholm: Liber
Open this publication in new window or tab >>Matematikuppgifter: varför, vad, när, hur, och för vem?
2018 (Swedish)In: Att bli lärare i matematik / [ed] Ola Helenius & Maria Johansson, Stockholm: Liber, 2018, p. 61-84Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2018
Keywords
uppgift, exempel
National Category
Pedagogical Work Other Mathematics
Identifiers
urn:nbn:se:lnu:diva-70208 (URN)9789147122585 (ISBN)
Available from: 2018-01-29 Created: 2018-01-29 Last updated: 2018-02-09Bibliographically approved
Palmér, H. & van Bommel, J. (2018). Problem solving in early mathematics teaching: a way to promote creativity?. Creative Education, 9(12), 1775-1793
Open this publication in new window or tab >>Problem solving in early mathematics teaching: a way to promote creativity?
2018 (English)In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 9, no 12, p. 1775-1793Article in journal (Refereed) Published
Abstract [en]

This article presents results from a design research study where 145 six-year-olds were taught mathematics through problem solving. In the article, the implementation of the first problem solving task within the study – “the tower task” – is explored together with interviews focusing on the children’s perceptions of the task as well as of problem solving in general. The results indicate that the children experienced the task as fun and accessible even though very few of them could solve it with ease. Further, the children seemed to make use of and develop their creativity by working on the problem-solving task. In the article possibilities and limitations whit implementing problem solving in early mathematics education are discussed.

National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-76958 (URN)10.4236/ce.2018.912129 (DOI)
Available from: 2018-07-19 Created: 2018-07-19 Last updated: 2018-09-10Bibliographically approved
Palmér, H. & Skott, J. (Eds.). (2018). Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference. Paper presented at Mathematical Views (MAVI). Springer
Open this publication in new window or tab >>Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference
2018 (English)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Springer, 2018. p. 148
Keywords
beliefs, attitudes, values, mathematics, mathematics education
National Category
Didactics Other Mathematics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-69356 (URN)10.1007/978-3-319-70244-5 (DOI)978-3-319-70243-8 (ISBN)978-3-319-70244-5 (ISBN)
Conference
Mathematical Views (MAVI)
Available from: 2017-12-18 Created: 2017-12-18 Last updated: 2018-05-18Bibliographically approved
Björklund, C., Magnusson, M. & Palmér, H. (2018). Teachers’ involvement in children’s mathematizing: beyond dichotomization between play and teaching. European Early Childhood Education Research Journal, 26(4), 469-480
Open this publication in new window or tab >>Teachers’ involvement in children’s mathematizing: beyond dichotomization between play and teaching
2018 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 4, p. 469-480Article in journal (Refereed) Published
Abstract [en]

The focus of this article is on mathematics teaching in a play-based and goal-oriented practice, such as preschool, and on how different lines of actions may impact children’s learning opportunities. Video recordings of authentic play activities involving children and nine teachers from different preschools were analyzed qualitatively to answer the following research questions: (1) What lines of action do teachers use when they teach mathematics in play? and (2) What implications may different ways of teaching have for children’s learning opportunities? The analysis revealed four different categories: confirming direction of interest; providing strategies; situating known concepts; and challenging concept meaning. As these differ regarding both the mathematics content focused on and the kind of knowledge emphasized, they have implications for children’s learning opportunities.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Developmental pedagogy, Early childhood education, Mathematics, Play, Teaching
National Category
Pedagogy
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-76376 (URN)10.1080/1350293X.2018.1487162 (DOI)000438637100002 ()
Available from: 2018-06-25 Created: 2018-06-25 Last updated: 2018-08-28Bibliographically approved
Palmér, H., Johansson, M. & Karlsson, L. (2018). Teaching for entrepreneurial and mathematical competences: teachers stepping out of their comfort zone. In: Hanna Palmér, Jeppe Skott (Ed.), Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: . Paper presented at Mathematical Views (MAVI) (pp. 13-23). Paper presented at Mathematical Views (MAVI). Springer
Open this publication in new window or tab >>Teaching for entrepreneurial and mathematical competences: teachers stepping out of their comfort zone
2018 (English)In: Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, Springer, 2018, p. 13-23Chapter in book (Refereed)
Abstract [en]

This paper reports on an educational design research study exploring the potential in combining the teaching of entrepreneurial and mathematical competences in Swedish primary schools. The focus in this paper, however, is not on the wholeness of this study but on changes in the teacher role when entrepreneurial and mathematical competences are to be combined in teaching – as expressed by the teachers themselves. Two of these expressed changes are “saying less” and “daring to let go of control”. In the paper, these two changes are explored in relation to how they seem to influence these teachers’ teaching of mathematics, and some implications are drawn regarding how their students’ possibilities to learn mathematics may have been influenced. 

Place, publisher, year, edition, pages
Springer, 2018
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-69357 (URN)10.1007/978-3-319-70244-5_2 (DOI)978-3-319-70243-8 (ISBN)978-3-319-70244-5 (ISBN)
Conference
Mathematical Views (MAVI)
Available from: 2017-12-18 Created: 2017-12-18 Last updated: 2018-02-09Bibliographically approved
Palmér, H. & van Bommel, J. (2018). The role of and connection between systematization and representation when young children work on a combinatorial task. European Early Childhood Education Research Journal, 26(4), 562-573
Open this publication in new window or tab >>The role of and connection between systematization and representation when young children work on a combinatorial task
2018 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 4, p. 562-573Article in journal (Refereed) Published
Abstract [en]

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

Place, publisher, year, edition, pages
Taylor & Francis, 2018
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-76336 (URN)10.1080/1350293X.2018.1487141 (DOI)000438637100008 ()
Available from: 2018-06-23 Created: 2018-06-23 Last updated: 2018-08-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2217-6624

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