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  • 1.
    Karlsson, Lena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Maria, JohanssonLuleå University.Palmér, HannaLinnaeus University, Faculty of Technology, Department of Mathematics.
    Entreprenöriellt lärande i matematik: Vad, hur, varför?2017Collection (editor) (Other (popular science, discussion, etc.))
  • 2.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Johansson, Maria
    Luleå Tekniska Universitet.
    Karlsson, Lena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Teaching for entrepreneurial and mathematical competences: teachers stepping out of their comfort zone2016In: Proceeding of the MAVI-22 Conference, Växjö, Sweden, International Conference on Mathematical Views (MAVI), 2016Conference paper (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.

  • 3.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Johansson, Maria
    Luleå University of Technology.
    Karlsson, Lena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Teaching for entrepreneurial and mathematical competences: teachers stepping out of their comfort zone2018In: 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. 

  • 4.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Karlsson, Lena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Primary School Students' Images of Problem Solving in Mathematics2017In: Teaching and Learning in Maths Classrooms: Emerging Themes in Affect-Related Research: Teachers' Beliefs, Students' Engagement and Social Interaction / [ed] Andra, C Brunetto, D Levenson, E Liljedahl, P, Springer, 2017, p. 27-35Conference paper (Refereed)
    Abstract [en]

    This paper focuses on primary school students’ images of problem solving in mathematics. The teachers of these students have been involved in a national professional development programme on problem solving in mathematics involving them reading literature and conducting problem-solving lessons in their classes. One semester after this professional development programme, interviews were carried out with both teachers and students. These interviews show that the students have very different images of problem solving, both in relation to each other and in relation to the teachers. These different images will influence what these students think about problem solving and what they learn about and by problem solving, as well as influencing the potential for their teachers to teach problem solving

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