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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 Cham, Switzerland: Springer International Publishing. 536 pages. Hardcover: ISBN: 978-3-319-63554-5. €54. E-Book: ISBN: 978-3-319- 63555-2 (open access) [Review]. Educational Studies in Mathematics, 100(0764063931), 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 Cham, Switzerland: Springer International Publishing. 536 pages. Hardcover: ISBN: 978-3-319-63554-5. €54. E-Book: ISBN: 978-3-319- 63555-2 (open access)
2019 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, Vol. 100, no 0764063931, p. 193-199Article, book review (Other academic) Published
Keywords
arithmetics, mathematics, early mathematics
National Category
Didactics
Identifiers
urn:nbn:se:lnu:diva-80001 (URN)10.1007/s10649-018-9866-8 (DOI)
Note

The book Building the Foundation: Whole Numbers in the Primary Grades is the documentation of the 23rd ICMI study. For those not familiar with this series, ICMI (International Commission on Mathematical Instruction) studies are international conferences supported by the Executive Committee of the International Commission of Mathematics Instruction. The participants in these conferences together produce a study volume which aims to offer a coherent, state-of-the-art representation of the domain of the study.

Available from: 2019-01-29 Created: 2019-01-29 Last updated: 2019-03-06Bibliographically approved
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
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: 2019-03-28Bibliographically 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
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: 2019-04-17
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: 2019-04-17
Palmér, H. (2018). How to understand changes in novice mathematics teachers' talk about good mathematics teaching?. In: Benjamin Rott, Günter Törner, Joyce Peters-Dasdemir, Anne Möller, Safrudiannur (Ed.), Benjamin Rott, Günter Törner, Joyce Peters-Dasdemir, Anne Möller, Safrudiannur (Ed.), Views and Beliefs in Mathematics Education: The Role of Beliefs in the Classroom. Paper presented at 23rd MAVI - International Conference on Mathematical Views, October 4-6, 2017, Essen (pp. 127-136). Springer
Open this publication in new window or tab >>How to understand changes in novice mathematics teachers' talk about good mathematics teaching?
2018 (English)In: Views and Beliefs in Mathematics Education: The Role of Beliefs in the Classroom / [ed] Benjamin Rott, Günter Törner, Joyce Peters-Dasdemir, Anne Möller, Safrudiannur, Springer, 2018, p. 127-136Conference paper, Published paper (Refereed)
Abstract [en]

This paper focuses on how novice primary-school mathematics teachers talk about (good) mathematics teaching in general and mathematics textbooks in particular at the time of their graduation from university and a year later. The changes in their talk are discussed first in terms of beliefs research and second from a participatory perspective on identity formation. A comparison of findings with the two approaches shows that what beliefs research often explains as changes in belief, inconsistency, or hidden beliefs can be understood as identity formation in communities of practice from a participatory perspective.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
mathematics teacher, novice, communities of practice, beliefs, teacher change
National Category
Didactics
Research subject
Mathematics, Mathematical Education; Mathematics, Mathematical Education
Identifiers
urn:nbn:se:lnu:diva-80441 (URN)10.1007/978-3-030-01273-1_12 (DOI)978-3-030-01272-4 (ISBN)978-3-030-01273-1 (ISBN)
Conference
23rd MAVI - International Conference on Mathematical Views, October 4-6, 2017, Essen
Available from: 2019-02-12 Created: 2019-02-12 Last updated: 2019-03-15Bibliographically approved
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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2217-6624

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