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  • 1.
    Christiansen, Iben Maj
    et al.
    Stockholm University, Sweden.
    de Ron, Anette
    Stockholm University, Sweden.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Engström, Susanne
    KTH Royal institute of technology, Sweden.
    Frisk, Susanne
    University of Gothenburg, Sweden.
    Kilhamn, Cecilia
    University of Gothenburg, Sweden.
    Jatko Kraft, Veronica
    Stockholm University, Sweden.
    Liljekvist, Yvonne
    Karlstad University, Sweden.
    Nordqvist, Mathias
    Umeå University, Sweden.
    Nyman, Rimma
    University of Gothenburg, Sweden.
    Österling, Lisa
    Stockholm University, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Pansell, Anna
    Stockholm University, Sweden.
    Pettersson, Astrid
    Stockholm University, Sweden.
    Pettersson, Kerstin
    Stockholm University, Sweden.
    Ridderlind, Inger
    Stockholm University, Sweden.
    Skodras, Christina
    University of Gothenburg, Sweden.
    Skog, Kicki
    Stockholm University, Sweden.
    Sumpter, Lovisa
    University of Gothenburg, Sweden.
    The crosscurrents of Swedish mathematics teacher education2021In: International perspectives on mathematics teacher education / [ed] Denise R. Thompson; Christina Suurtamm; Mary Ann Huntley, Waxhaw, Waxhaw, NC, USA: Information Age Publishing, 2021, p. 9-48Chapter in book (Refereed)
    Abstract [en]

    As with any programs in teacher education, Swedish mathematics teacher education is influenced by changing political winds, developments in Information and Communication Technology (ICT), culture, history, PISA results, research-based program designs, and a fair amount of passion. Content and outcomes are nationally determined and include the requirement of a strong research foundation, but this is often not how practcing techers work, which exerts its own pull on teacher education. The specific implementations of programs take different forms at the universities that offer mathematics teacher education. In order to provide a comprehensive yet meaningful ntroduction to both the current system and current practices, we describe the overall organization of Swedish mathematics teacher education, and then offer short cases of implemented programs. To ensure inclusivity, the various parts are written by mathematics educators from the respective institutions. In this way, both variation across mathematicas teacher education for diffrent grade levels and variation across different institutions working with the same national directives can be distinguished. Issues such as the academization of teacher education are problematized, as are other forces that constitute the crosscurrents in Swedish mathematics teacher education.

  • 2.
    Danielsson, Kristina
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Wernholm, Marina
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Patron, Emelie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.
    Pupils creating digital animations in the early years of schooling2023In: Designing Futures the 11th international conference on multimodality: Book of abstracts London Conference, UCL , 2023, p. 76-77Conference paper (Refereed)
    Abstract [en]

    The use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and the early years of schooling. Thus, an important question is what potential digital tools and digital resources has - when integrated in educational practices - to increase pupils’ meaning making. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible’ when pupils (6–8 years) are part of teaching and learning practices involving digital tools, in this case when jointly creating multimodal digital animations to communicate ideas and tell stories in the subjects Mathematics, Science, and Swedish.The theoretical base is Designs for Learning (DfL) (Björklund Boistrup & Selander 2022), where teaching and learning are seen as a form of multimodal design. According to that perspective, the teacher designs learning activities, giving the pupils access to different resources to enable meaning making, while the pupils’ meaning making process is seen as a kind of re-design, based on, e.g., available resources, interests and previous experiences. In our analysis, we utilize the Learning Design Sequence (LDS) model, developed within DfL. To enable fine-tuned detailed analysis of pupils’ multimodal interaction, classroom activities with pupils working in pairs were video-recorded. Moreover, the pupils’ multimodal texts (writing, drawings, digital animations, etc.) were collected. The analysis revealed, e.g., that the different material resources provided in the teachers’ design for learning (e.g., paper, pencils, crayons, or digital tools) to a great extent steered what happened and became possible for the pupils in terms of negotiating, contributing, making suggestions, and making conscious choices of signs to use in their multimodal texts (both paper-based and digital).

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  • 3.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    A functional view on language: a methodology for mathematics education to study shifts in prospective teachers’ discursive patterns2023In: 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)
    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.

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  • 4.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Analysing the Discourse of Teacher Training2012Conference paper (Refereed)
  • 5.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Becoming recognised as mathematically proficient: The role of a primary school teacher education programme2020Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study focuses on upper primary prospective teachers in their first years of a teacher education programme in Sweden, in particular, a 20-week mathematics education course. It aims to contribute with insight into how, or even if, experience from a teacher education programme and other relevant past and present social practices and figured worlds plays a role in prospective generalist teachers’ imaginings of themselves as primary mathematics teachers-to-be and potentially shapes their identity. The theoretical perspective, Patterns of Participation, guides the logic and the research process and is used to interpret the construct of professional identity development. Ethnographic methods were crucial during the research process, which starts by taking a wide perspective on relevant social practices and then focuses exclusively on the everyday lives of prospective teachers.

    This study adds to the understanding of how the similarities in the discursive patterns of two prospective teachers, Evie and Lisa, frame their processes as teachers-to-be by staying committed to their prior positive experiences of mathematics. The figured world of performative mathematics is a significant aspect of Evie’s and Lisa’s experience, which involves being recognised for mathematical ability. Evie’s identity development is framed in relation to how her degree of certainty changes during her teacher education experience. She became recognised as someone who helps others in mathematics and found a way of performing this role during the teacher education programme. Lisa’s identity development is framed in relation to her commitment to the figured world of performative mathematics. She became recognised as a winner of competitions and for quickly completing the textbook exercises – experiences that proved formative during her teacher education programme.

    In this study, I conclude that the teacher education programme has an impact regarding prospective teachers’ professional development, but perhaps not in the way teacher educators expect or want. Thus, the teacher educators’ intention for the education programme differs from the result. An important aspect is that prospective teachers are not challenged first and foremost by encountering the theoretical perspectives involved in teaching mathematics. Instead, their prior experience is confirmed when used as a key source in determining what teaching mathematics means in terms of identity.

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    Doctoral Dissertation (Fulltext)
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    Front Page
  • 6.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Disentangle a Student Teacher's Participation during Teacher Education2013In: Eighth Congress of European Research in Mathematics Education (CERME), European Society for Research in Mathematics Education, 2013Conference paper (Refereed)
    Abstract [en]

    The effect of teacher education is of international interest, at the same time expectations on newly educated teachers increase. Deep understanding of what it means to become a primary school mathematics teacher is necessary and this constitutes the focus in the research project. The aim of this paper is to illustrate how two conceptual frameworks, System Functional Linguistics and Patterns of Participation, have been used in the study. The first has been used as a methodological tool and the second as an analytical tool. The use of these will be illustrated by the case of Lisa, a student teacher. The results show that System Functional Linguistics successfully disentangles the heritage of Lisa’s past and present practices, and facilitates interpretations through Patterns of Participation.

  • 7.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Musikmatematik och barn2022In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 4Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    För 20 år sedan påbörjade författaren tillsammans med en kollega ett samarbete som fokuserade innehåll från kursplanerna för både matematik och musik. Lektionssekvenser som har arbetats fram under åren utvecklas nu till att även omfatta programmering i förskolans och skolans värld.

  • 8.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Systemic functional Linguistics as methodological tool when researching Patterns of Participation2015In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education: CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 2015, Prague, Czech Republic / [ed] Konrad Krainer; Naďa Vondrová, European Society for Research in Mathematics Education, 2015, p. 3185-3191Conference paper (Refereed)
    Abstract [en]

    This study highlights the role, if any, that teacher education programmes and experiences from other practices play in influencing generalist student teachers’ tales of themselves as emergent primary mathematics teachers. The conceptual framework Patterns of Participation, PoP, is used when theorising and interpreting student teachers’ becoming, and analysing the processual and dynamic character of immediate social interaction related to practice on a macro level. Therefore this paper evaluates whether Systemic Functional Linguistics, SFL, can be a methodological tool used on the micro level. This paper shows that SFL structures the data in a way that makes interpretations through PoP possible.

  • 9.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Understanding student teachers’ professional development by looking beyond mathematics teacher education.2019In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. / [ed] U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis, Utrecht: European Society for Research in Mathematics Education, 2019Conference paper (Refereed)
    Abstract [en]

    The empirical material in this paper is from a multiple case study exploring the role, if any, that social practices related to teacher education and beyond teacher education play in primary student teachers’ tales of themselves as teachers-to-be. The case of Lisa is used as an example to illustrates how different past and present social practices influence how she talks about competitive teaching during different phases of her teacher education. Of particular influence is her past school-related experiences as they in turn influence how she interprets other social practices. Thus, the case of Lisa illustrates the importance of widening our research interest beyond teacher education if we want to understand the process of becoming mathematics teachers.

  • 10.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    We think so, me and my mother: Considering external participation inside teacher education2015In: Views and Beliefs in Mathematics Education: Results of the 19th MAVI Conference / [ed] Carola Bernack-Schüler, Ralf Erens, Andreas Eichler, Timo Leuders, Springer, 2015, p. 109-120Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to show how external influences need be considered when discussing the formation of a primary school mathematics teacher. The external participation will be illustrated by the case of Evie, a student teacher. Two conceptual frameworks have been used, System Functional Linguistics and Patterns of Participation. The first has been used as a methodological tool and the second as an analytical tool. The results show that Evie’s external prior and present participation might have an impact on her process of becoming a primary school mathematics teacher inside teacher education.

  • 11.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Assarsson, Petra
    Linnaeus University, Faculty of Arts and Humanities, Department of Music and Art.
    Matematik i förskolan/förskoleklass med musik som metod2022In: Presenterad på Matematikbiennalen, torsdag 31 mars 2022, 2022Conference paper (Other academic)
    Abstract [sv]

    På denna workshop kommer vi tillsammans utforska matematik, musik och relationen dem emellan. Utgångspunkten är ämnesintegrerad undervisning där lärande genom matematiska aktiviteter riktat till förskola och förskoleklass fokuseras. Efter en kort introduktion kommer deltagarna själva få delta i en rad olika aktiviteter. Dessa aktiviteter kan utmana och utveckla yngre barns förståelse för matematik och matematiska sammanhang med hjälp av musik som metod. Det matematiska ämnesinnehållet behandlar begreppsbildning, taluppfattning och rumsuppfattning. 

     

  • 12.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Helliwell, Tracy
    University of Bristol, UK.
    Becoming a mathematics teacher (BeMT): The role of teacher education2022In: Conference on teachers’professional identitiesLinnaeus University: Växjö, 9-10 November 2022 / [ed] Jeppe Skott; Danai Dafnopoulou, Institutionen för matematik, Linnéuniversitetet , 2022, p. 12-13Conference paper (Refereed)
    Abstract [en]

    We met at CERME 11 in Utrecht in February 2019. Two early career researchers from different countries, different settings, and different theoretical perspectives. Andreas, a primary mathematics teacher educator from Sweden, was researching the process of becoming a mathematics teacher, whilst Tracy, a secondary mathematics teacher educator from the UK, was researching her own process of becoming a mathematics teacher educator. Although there were obvious differences in our backgrounds as well as our research foci and approaches, when we spoke we were struck more by similarities and resonances than differences. We found that we shared common research interests and were both motivated by the lack of research concerning the practices of mathematics teacher educators in relation to the development of mathematics teachers. Since then, we have been collaborating as researchers and this conference provides us with an opportunity to share our joint research story thus far, including empirical studies that relate to both prospective teachers of mathematics and mathematics teacher educators and the relationship between the two. In doing so we will present the core methodological and ethical challenges that we have encountered and how we have handled these, including the development of a methodology for studying the language-in-use of mathematics teacher educators through combining our different theoretical perspectives (Helliwell & Ebbelind, submitted). In September 2021, we presented findings from an initial phase of our research together where we examined the interpersonal aspects of the language used by one mathematics teacher educator in Sweden (Ebbelind & Helliwell, 2021). We arrived at several important questions about how participating in an initial teacher education situation may contribute to the development of prospective mathematics teachers. In a related study (Ebbelind & Helliwell, 2022a), we applied a further layer of analysis, this time from the perspective of a group of prospective mathematics teachers participating in the same teacher education situation. In doing so, we became aware of the conflicting stories being told (and lived) concerning the effective teaching and learning of mathematics. Findings from these two initial studies inspired us to explore further the different perceptions of mathematics teaching and learning of those people destined to become our future teachers of mathematics. Subsequently, we have begun addressing the issue of mathematics teacher learning and development from an ethical perspective (Ebbelind & Helliwell, 2022b) whilst exploring innovative ways of conducting and communicating research that encourages members of the mathematics teacher education community (ourselves included) to critically reflect on their practices and the design of their teacher education programmes. We have been drawn to using arts-based approaches to research as a way to say more about the process of becoming mathematics teachers than formal analytical methods can do alone (Ebbelind & Helliwell, 2022b). Ultimately, we aim to explore the role of mathematics teacher education in the formation and development of mathematics teachers’ professional identities, with a specific focus on the relationship with mathematics teacher educators’ practices.  

  • 13.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Helliwell, Tracy
    University of Bristol, UK.
    Enacting Multiple Positions In Becoming A Mathematics Teacher Educator2024In: Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education, PME: Rethinking mathematics education together / [ed] T. Evans, O. Marmur, J.Hunter, G.Leach & Jhagroo, J., 2024, Vol. 2, p. 192-199Conference paper (Refereed)
    Abstract [en]

    This paper initiates a longitudinal study that explores the growth and development of mathematics teacher educators (MTEs), particularly those transitioning from mathematics teacher to university-based MTE. While existing research often employsself-based methodologies, this study adopts positioning theory as an alternativeapproach, examining Mikaela, a lower primary school teacher transitioning to auniversity-based MTE in Sweden. The paper contributes to the broader understanding of growth and development, offering insights into the challenges and strategies involved in transitioning from mathematics teacher to a MTE. The study marks the beginning of a more extensive exploration of this transition process, emphasising the need for a nuanced conceptualisations of MTE learning and expertise.

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  • 14.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Helliwell, Tracy
    Universtiy of Bristol, UK.
    Examining interpersonal aspects of a mathematics teacher education lecture2024In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 12, no 1, p. 113-125Article in journal (Refereed)
    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.

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  • 15.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Helliwell, Tracy
    Universtiy of Bristol, UK.
    The role of dissonance in mathematics teacher education2023In: 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 (Refereed)
    Abstract [en]

    In this paper, we explore issues relating to how certain social phenomena, such as the experiences of teachers, can be researched. In doing so, we consider questions about the status of research texts, how they are created, and what purposes they serve through examining the relationships between the researcher, the reader and the text. We argue for the legitimacy of fictionalising educational experiences and having done so present a fictionalised dialogue between two prospective mathematics teachers from Sweden who independently decide to leave their teacher education programmes. We use the notion of dissonance to provide a potential theory for the decisions made by the two prospective teachers and discuss implications of this theory for the design of mathematics teacher education programmes. 

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  • 16.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Helliwell, Tracy
    Universtiy of Bristol, UK.
    This is not how it should end: The role of mathematics teacher education in preparing teachers for sustainable careers2024In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 9, no 2, article id 3Article in journal (Refereed)
    Abstract [en]

    In this paper, we reflect on the role of teacher education in preparing prospective teachers of mathematics for sustainable and rewarding careers as teachers. The basis of this reflection is the case of Alva, a teacher who, after a promising start, decided to leave the profession. Through a process of analysing Alva’s final interview before leaving teaching, we identify a set of interpretive repertoires relating to the notion of dissonance. These interpretive repertoires reveal several sources of tension for Alva some of which relate directly to the ‘ideal mathematics classroom’ promoted during Alva’s teacher education. By asking the question, what could have been different for Alva? We consider the potential implications for mathematics teacher education and for us as mathematics teacher educators.

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  • 17.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Helliwell, Tracy
    University of Bristol, UK.
    What you teach is what you get?: Exploring the experiences of prospective mathematics teachers during a teacher education programme2022In: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education: (CERME12), Feb 2022, Bozen-Bolzano, Italy, Bolzano: HAL Science Ouverte , 2022Conference paper (Refereed)
    Abstract [en]

    The role of the teacher education programme in preparing mathematics teachers to teach mathematics is an under-researched area within mathematics education. In this paper, we analyse four components of empirical material, each captured from a teacher education programme based in Sweden. Using a methodological approach informed by enactivism and Systemic Functional Linguistics, we build on previous analysis of the language-in-use of one mathematics teacher educator to situate a further layer of analysis, this time, from the perspective of a prospective mathematics teacher. Our findings suggest the prospective teacher in this study, who had positive experiences of mathematics at school, learns to align linguistically with the mathematics teacher educator’s contrasting views of mathematics teaching and learning, and in doing so, creates herself a safe space.

  • 18.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Kjällander, Susanne
    Stockholm University, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Matematik, digitalisering och programmering i förskolan2021In: Programmering i skolmatematiken: möjligheter och utmaningar / [ed] Kajsa Bråting, Cecilia Kilhamn, Lennart Rolandsson, Lund: Studentlitteratur AB, 2021, p. 73-87Chapter in book (Other academic)
  • 19.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Lutovac, Sonja
    University of Oulu, Finland.
    The lack of discursive opportunities when becoming a mathematics teacher2024In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN E-ISSN 2323-7112, Vol. 9, no 2, p. 8article id 12Article in journal (Refereed)
    Abstract [en]

    In this paper, we attempt to open a discussion about mathematics teacher education settings constraining prospective teachers’ discursive opportunities, a phenomenon noted in our respective doctoral dissertations. These two doctoral dissertations represent two different types of prospective teachers from three countries. Prospective primary school teachers who had positive experiences and interest in mathematics on the one hand, and prospective teachers who struggled with mathematics and were insecure about their future mathematics teaching on the other. In the discussion, we speculate about the implications of discursive opportunities for prospective teachers' process of becoming a mathematics teacher and highlight the need to place effort to offer sufficient discursive opportunities to prospective teachers.

  • 20.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Förskoleklassens Metodik: Upptäck och utforska matematik2016Book (Other (popular science, discussion, etc.))
  • 21.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Tal och mönster2019Other (Other (popular science, discussion, etc.))
  • 22.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Danielsson, Kristina
    Stockholm University, Sweden.
    Patron, Emelie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.
    Wernholm, Marina
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Förskoleklasselever utforskar kombinatorik genom digitala animeringar2023In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 17, no 4, p. 87-104Article in journal (Refereed)
    Abstract [en]

    The focus of this article is on digital tools as part of mathematics education with six-year-olds. More explicitly, we study how the creation of digital animations, as a part of working on a problem-solving task, enables young students’ learning of combinatorics. In the article, the creation of digital animations implies that the students re-design, that is, recreate their solution procedure with a digital application. The aim with letting the young students create digital animations is diverse. We presume that such work enables problem solving as well as the learning of combinatorics, but also that it has potential to enable creativity and agency in learning. Video-documentations from three classrooms where students work on the problem-solving task were analysed from a multimodal perspective where teaching is seen as a design process. In that process, the teacher designs learning activities that give students access to different resources for their meaning making process. The results show that working with digital animations, when integrated in a learning design sequence, amplify students’ learning of combinatorics.

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  • 23.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Patron, Emelie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Wernholm, Marina
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Six-year-olds create digital animations to reinforce mathematical problem solving2022In: Book of Abstracts  ‘Cultures of play: Actors, Affordances and Arenas’ Glasgow, Scotland 23rd – 26th August 2022, 2022Conference paper (Refereed)
    Abstract [en]

    The aim is to investigate how digital play with animations may contribute to children’s (six-year-olds) learning of combinatorics, in this case how three toy bears can be arranged in a row on a sofa (i.e. permutations for n = 3). English (2005) showed that a well-organised and meaningful context facilitates young children’s possibilities to explore combinatorial situations. This study builds on Palmér & van Bommel (2020) who investigated the role of and connection between systematization, representation and digital artefacts in children’s work with combinatorial tasks. Their study showed that the use of digital artefacts may enhance children’s understanding of combinatorial problems. This study builds on designs for learning (Kress & Selander 2010), including multimodal theories. A central model is the Learning Design Sequence (LDS) model. The study is qualitative in nature, combining the LDS model with multimodal analysis. Activities, in three different classrooms, where the children worked in pairs with the combinatoric task with paper/pens and with creating digital animations were video documented. Video-documentations (150 minutes) from three pairs of children were analysed qualitatively according to the LDS model focusing on the children’s understanding of the mathematical content. The study conforms to the ethical regulations for research in Sweden. All participating teachers, children, and guardians approved their participation. Creating digital animations enhanced the children’s understanding of combinatorics. The digital animations were more systematic with more permutations than the paper and pencil documentation. The study contributes with implications for how digital play with animations can be integrated in early mathematics education.

  • 24.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Selander, Staffan
    Stockholms University, Sweden.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Wernholm, Marina
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Patron, Emelie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.
    Bedömning i förskolan2023In: Den utbildningsvetenskapliga kärnan för förskolan / [ed] Bim Riddersporre, Susanne Kjällander och Jonas Stier, Natur och kultur, 2023, p. 316-333Chapter in book (Other academic)
  • 25.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    van Bommel, Jorryt
    Karlstad University, Sweden.
    Experience a sense of being, becoming and belonging to an educational design project as professional development.2023In: 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 (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.

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  • 26.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    van Bommel, Jorryt
    Förskoleklasselever ritar sin matematikundervisning: utfallet av problemlösningslektioner2024In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 2Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Författarna har i snart tio år tillsammans med lärare i förskoleklass studerat hur en kreativ, reflekterande och problemlösande matematikundervisning skulle kunna utformas. I denna text diskuteras hur en sådan undervisning påverkar elevernas syn på hur matematikundervisning går till. 

  • 27.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    van Bommel, Jorryt
    Karlstads University, Sweden.
    How is students’ participation in a problem-solving project reflected in their drawings of a mathematics classroom?2024In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 9, no 2, p. 8article id 10Article in journal (Refereed)
    Abstract [en]

    The mathematics teaching young students encounter not only affects the mathematics they are given the opportunity to learn but also their view of what mathematics is, how mathematics is taught and how they view their ability to learn mathematics. In this paper, an Educational Design Research study on problem solving and problem posing with Swedish six-year-olds will serve as an example. We elaborate on how students’ participation in education may affect their views of what it means to be taught and to learn mathematics. We do so by comparing drawings of mathematics classrooms made by students from eight classes, of which four attended the project. The results indicate a reform-oriented and more diverse view of content and form reflected in the drawings by the students participating in the intervention. 

  • 28.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Roos, Helena
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Nilsson, Per
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Learning fractions: transformations between representations from a social semiotic perspective of multimodality2012In: Proceedings of Norma 11: The Sixth Nordic Conference on Mathematics Education / [ed] Gunnarsdottir, Hreinsdottir, Palsdottir, Hannula, Hannula-Sormunen, Jablonka, Jankvist, Ryve, Valero and Waege., University of Iceland Press, 2012, p. 217-226Conference paper (Refereed)
    Abstract [en]

    This study presents a tentative framework for studying the learning of fractions in the context of transformations between different forms of representations. The framework is used in an empirical sample of how eight 10-year-old students express understanding of activities which were developed to challenge them to reflect on different ways of representing aspects of the concept of fractions. The framework is based on a social semiotic perspective of multimodality.

    The analysis discloses how the framework helps in structuring our understanding of the interplay between representations in the learning of fractions. Specifically, we saw how concrete physical material and gestures complemented the symbolic and spoken language in the students’ solution strategies of different tasks. 

  • 29.
    Ebbelind, Andreas
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Segerby, Cecilia
    Malmö University, Sweden.
    Systemic functional linguistics as a methodological tool in mathematics education research2015In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 20, no 1, p. 33-54Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to illustrate how Systemic functional linguistics (SFL) can be used as methodological tool for analysing the meaning of texts from two different studies. An analysis using SFL provides insights into how different concepts of mathe- matical literacy operate in the text. SFL considers language to be a resource used for expressing meaning in specific contexts that accomplishes specific communication purposes. Therefore, SFL contains opportunities for highlighting different aspects of mathematics education which are of interest to researchers. In Sweden, the SFL approach has been used in other research areas but references to it in mathematics education research have been limited. 

  • 30.
    Fauskanger, Janne
    et al.
    University of Stavanger, Norway.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Friesen, Marita
    University of Education Freiburg, Germany.
    Samková, Libuše
    University of South Bohemia in České Budějovice, Czech Republic.
    Helliwell, Tracy
    University of Bristol, UK.
    Larrain, Macarena
    University of Education Freiburg, Germany.
    International perspectives on mathematics teacher education and professional development: Current and emerging research2022In: Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Bolzano: ERME , 2022Conference paper (Refereed)
    Abstract [en]

    In this paper, we review all of the contributions to TWG18, focusing on the range of research interests, theoretical perspectives and frameworks, and methodological approaches. From this review, the research presentations, and discussions, the following future directions have emerged in relation to teacher education (TE): 1) Establishing and exploring research informed international design principles; 2) summarising relevant theoretical directions; 3) exploring teacher change from an ethical perspective; and 4) scaling up innovative approaches within TE. In relation to professional development (PD), the following future directions have emerged: 1) Exploring the different roles of participants in PD; 2) exploring what makes change difficult and how professional growth best can be supported; and 3) understanding how we can best build on previous research, and each other, in order to develop the field of mathematics PD research.

  • 31.
    Friesen, Marita
    et al.
    University of Education, Germany.
    Helliwell, Tracy
    University of Bristol, UK.
    Casi, Raffaele
    University of Turin, Italy.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Fauskanger, Janne
    University of Stavanger, Norway.
    Ivars, Pere
    University of Alicante, Spain.
    Larrain, Macarena
    University of Education, Germany.
    Samková, Libuše
    University of South Bohemia in České Budějovice, Czech Republic.
    An introduction to TWG18: Building bridges between different perspectives: Emerging themes from international research into mathematics teacher education and professional development2023In: 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 (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.

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  • 32.
    Helliwell, Tracy
    et al.
    University of Bristol, UK.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Combining enactivism and systemic functional linguistics: a methodology for examining (mathematics teacher educator) language2024In: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820Article in journal (Refereed)
    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.

  • 33.
    Kjällander, Susanne
    et al.
    Stockholm University, Sweden.
    Walan, Susanne
    Karlstad University, Sweden.
    Nilsen, Malin
    University of Gothenburg, Sweden.
    Petersen, Petra
    Stockholm University, Sweden.
    Caiman, Cecilia
    Stockholm University, Sweden.
    Godhe, Anna-Lena
    Jönköping University, Sweden.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Enochsson, Ann-Britt
    Karlstad University, Sweden.
    Lagergren, Anniqa
    Halmstad University, Sweden.
    Kuusisto, Arniika
    Stockholm University, Sweden.
    Dunkels, Elza
    Patron, Emelie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Norén, Eva
    Stockholm University, Sweden.
    Monian, Farzaneh
    Uppsala University, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Forsling, Karin
    Karlstad University, Sweden.
    Walldén Hillström, Kristina
    University of Gävle, Sweden.
    Wernholm, Marina
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lagerlöf, Pernilla
    University of Gothenburg, Sweden.
    Magnusson, Lena O.
    University of Gävle, Sweden.
    Hvit Lindstrand, Sara
    Jönköping University, Sweden.
    Holmberg, Kristina
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. Stockholm University, Sweden.
    Selander, Staffan
    Stockholm University, Sweden.
    ”Förskolan behöver en digitaliserings­strategi”2023In: Svenska Dagbladet, E-ISSN 2001-3868, no 2023-06-18Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vi förskole­forskare som särskilt fokuserar på digitalisering reagerar starkt på den bild av digitalisering i förskolan som dominerar i media. Det skriver flera debattörer.

  • 34. Löfgren, Bitten
    et al.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Mattemusik: En metod för ämnesintegrerat lärande2010Book (Other (popular science, discussion, etc.))
  • 35.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Matematiklärande2012In: Förskoleklassens Didaktik: Möjligheter och Utmaningar / [ed] Katarina Herrlin, Elisabeth Frank, Helena Ackesjö, Stockholm: Natur och kultur, 2012, p. 134-184Chapter in book (Other (popular science, discussion, etc.))
  • 36.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    What is possible to learn?: Using ipads in teaching mathematics in preschool2013In: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education.: Mathematics learning across the life span. / [ed] Anke M. Lindmeier & Aiso Heinze, IPN, Leibniz Institute for Science and Mathematics Education , 2013, p. 425-432Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to present results from a study investigating the potential of using Ipads when teaching mathematics in preschool. The study explores how the design of applications influences the dialogs that occur between teachers and children and the mathematics that is made possible to learn. The results presented in this paper are from the first investigation where the notions of classification and framing have been used to classify applications. Observations of teachers and children working together with different applications have been carried out and the results indicate that applications with weak framings promote free dialogues withholding mathematics, irrespective whether the classification is strong or not.  

  • 37.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    van Bommel, Jorryt
    Karlstad University, Sweden.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Lösa och formulera problemuppgifter i matematik2024In: Att undervisa barn i skolstartsåldern / [ed] Helena Ackesjö och Katarina Herrlin, Malmö: Gleerups Utbildning AB, 2024, p. 61-81Chapter in book (Other academic)
  • 38.
    Patron, Emelie
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.
    Wernholm, Marina
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Meningsskapande i kemi genom multimodal undervisning2024In: Att undervisa barn i skolstartsålder / [ed] Helena Ackesjö & Katarina Herrlin, Malmö: Gleerups Utbildning AB, 2024, p. 129-142Chapter in book (Other academic)
  • 39.
    Patron, Emelie
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.
    Wernholm, Marina
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    An exploration of how multimodal teaching and the creation of digital animations contribute to six-year-olds' meaning-making in chemistry2023Conference paper (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.

  • 40.
    Patron, Emelie
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Wernholm, Marina
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. Stockholms University, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds' Meaning Making in Chemistry2024In: Education Sciences, E-ISSN 2227-7102, Vol. 14, no 1, article id 79Article in journal (Refereed)
    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.

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  • 41.
    Pramling Samuelsson, Ingrid
    et al.
    University of Gothenburg, Sweden.
    Magnusson, Lena O
    University of Gävle, Sweden.
    Kjällander, Susanne
    Stockholm University, Sweden.
    Palmer, Anna
    Stockholm University, Sweden.
    Eidevald, Christian
    Södertörn University, Sweden.
    Williams, Pia
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Dunkels, Elza
    Umeå University, Sweden.
    Hildén, Ebba
    Karlstad University, Sweden.
    Godhe, Anna-Lena
    Jönköping University, Sweden.
    Petersen, Petra
    Stockholm University, Sweden.
    Walan, Susanne
    Karlstad University, Sweden.
    Nilsen, Malin
    University of Gothenburg, Sweden.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Enochsson, Ann-Britt
    Karlstad University, Sweden.
    Lagergren, Anniqa
    Halmstad University, Sweden.
    Patron, Emelie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Norén, Eva
    Stockholm University, Sweden.
    Forsling, Karin
    Karlstad University, Sweden.
    Wernholm, Marina
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lagerlöf, Pernilla
    University of Gothenburg, Sweden.
    Hvit Lindstrand, Sara
    Jönköping University, Sweden.
    Holmberg, Kristina
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Danielsson, Kristina
    Stockholm University, Sweden.
    Caiman, Cecilia
    Stockholm University, Sweden.
    Samuelsson, Robin
    Mälardalen University, Sweden.
    Walldén Hillström, Kristina
    University of Gävle, Sweden.
    27 forskare i upprop mot skärmfri förskola2024In: FörskolanArticle in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.

  • 42.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Lärande i bråk - transformationer mellan representationsformer ur ett socialsemiotiskt multimodalt perspektiv2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study presents a tentative framework for the study of learning fractions in the context of transformations between different forms of representations. The framework is used in an empirical sample of how eight 10-year-old students express understanding of mathematics tasks, which were developed to challenge them to reflect on different ways to represent aspects of the concept of fractions. The framework is based on a social semiotic perspective of multimodality. The analysis discloses how the framework helps in structuring understanding of the interplay between representations in the learning of fractions. Specifically we saw how concrete physical material and gestures complemented the symbolic and spoken language in the students’ solution strategies of different tasks.

     

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  • 43.
    van Bommel, Jorryt
    et al.
    Dalarna University, Sweden.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Sandwiches: Problem solving on combinatorics in early mathematics education2024In: The 6th POEM conference: A Mathematics Education Perspective on early Mathematics Learning between the Poles of Instruction and Construction, Bari, Italy 20-21 May 2024, Bari, 2024Conference paper (Refereed)
    Abstract [en]

    This paper presents a study on the ways Swedish 6-year-old students depict combinations when solving a problem-solving task on combinatorics. The task posed to the students was: How many different sandwiches with one slice of bread and one topping can you make with two types of bread and three types of toppings? The empirical material analyzed in the paper consists of documentations from 155 students from four different schools. The results show that students drew sandwiches or drew lines between pictures of the bread and toppings to depict the different combinations. Duplicates did not occur often, and when they did occur, students detected these and did not include these in their final answers. Six-year-old students used systematic strategies, often leading to a result that was in line with the problem, and thus they found all the solutions.

  • 44.
    Van Bommel, Jorryt
    et al.
    Dalarna University, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Division i förskoleklassen genom problemlösning och problemformulering2024In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 12, no 2, p. 46-67Article in journal (Refereed)
    Abstract [sv]

    I denna studie arbetade förskoleklasselever med division genom problemlösning och problemformulering. Data kommer från en undervisningsaktivitet uppdelad på två tillfällen. Aktiviteten planerades i samarbete mellan förskoleklasslärare och forskare och genomfördes i 11 förskoleklasser med 205 elever. Vid problemlösning urskilde eleverna relationen mellan helhet och delar, storleken på varje del, dela som division samt kontinuerlig och diskret mängd som aspekter av division. Vid problemformulering återkom dessa aspekter samt tillkom aspekten att täljaren kan vara ett rationellt tal. Utöver dessa aspekter av division formulerade eleverna till exempel uppgifter med en liknande kontext (kakor) men med ett annat matematikinnehåll (till exempel subtraktion). Då det finns få studier om problemlösning och problemformulering med yngre elever bidrar denna studie med kunskap av värde för både (förskoleklass)lärare och forskare.

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  • 45.
    van Bommel, Jorryt
    et al.
    Karlstads University, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Five minutes: Young students' understanding of time2023In: 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 (Refereed)
    Abstract [en]

    The focus of this paper is on young students’ understanding of time which is hardly studied. In the presented study, Swedish 6-year-olds first worked on a task about estimating time and after that they posed their own tasks about time. The research questions concern what aspects of time come to light when 6-year-olds (1) estimate the time needed for specific activities and (2) pose tasks related to time When estimating time, the arguments given by the students were based on previous experiences, personal situations, and emotions. Sometimes more than one of these were used in the same line of argumentation. The tasks posed by the students were related to estimation of a set time, estimation of a time given a specific activity, using a timer, point-of-time, and time as a context. Our study suggests estimation and measurement of time as a suitable content to enlarge students’ understanding of time in addition to the more common focus on ‘telling the time’.

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  • 46.
    Wernholm, Marina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Patron, Emelie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Pupils creating digital animations in the early years of schooling2023Conference paper (Refereed)
    Abstract [en]

    Research show that the use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and in the early years of schooling in Sweden. Thus, an important question is what potential digital tools and digital resources has to increase pupils’ meaning making when integrated into educational practices. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible” when pupils in small groups create digital animations together. The theoretical base for the project is Designs for Learning (DfL), according to which teaching, and learning are seen as a form of multimodal design: the teacher stages, or designs, learning activities, thus giving the pupils access to different resources that enable meaning making, and the pupils in turn re-design their learning based on their previous knowledge, interests and experiences. As part of the DfL framework, a model – Learning Design Sequence (LDS) – has been developed for teachers to use to plan and evaluate their teaching, and for researchers to use as an analytical tool in research studies.This project is carried out in three currently running studies in which the creation of digital animations when learning different subjects is studied, based on LDS. The chosen subjects are Swedish, Mathematics and Science. The project adheres to the ethical considerations regarding informed consent, anonymity, and the right to withdraw participation from the study without giving a reason. Data has been generated by filming when pupils create digital animations together. In one of the studies the pupils’ talk about their digital animations were also filmed. Thereby, fine-tune details of pupils’ multimodal interaction could be captured and analyzed. Also, pupils’ multimodal texts (writing, drawings, digital animations), teaching material and teachers’ lessons plans were collected. The results also indicate that the highest level of engagement, in terms of negotiating, contributing, making suggestions, and making conscious choices of what signs to use, can be traced to learning activities where digital tools and digital resources were afforded. Thus, this project contributes with valuable knowledge to the field of Nordic educational research by showing how the use of digital tools and digital resources can create conditions for children’s participation, positioning and meaning making in the early years of schooling.

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  • 47.
    Wernholm, Marina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Patron, Emelie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Pupils creating digital animations in the early years of schooling2023In: NERA Conference 2023 15 – 17 March Oslo, 2023Conference paper (Refereed)
    Abstract [en]

    Research show that the use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and in the early years of schooling in Sweden. Thus, an important question is what potential digital tools and digital resources has to increase pupils’ meaning making when integrated into educational practices. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible” when pupils in small groups create digital animations together. The theoretical base for the project is Designs for Learning (DfL), according to which teaching, and learning are seen as a form of multimodal design: the teacher stages, or designs, learning activities, thus giving the pupils access to different resources that enable meaning making, and the pupils in turn re-design their learning based on their previous knowledge, interests and experiences. As part of the DfL framework, a model – Learning Design Sequence (LDS) – has been developed for teachers to use to plan and evaluate their teaching, and for researchers to use as an analytical tool in research studies.This project is carried out in three currently running studies in which the creation of digital animations when learning different subjects is studied, based on LDS. The chosen subjects are Swedish, Mathematics and Science. The project adheres to the ethical considerations regarding informed consent, anonymity, and the right to withdraw participation from the study without giving a reason. Data has been generated by filming when pupils create digital animations together. In one of the studies the pupils’ talk about their digital animations were also filmed. Thereby, fine-tune details of pupils’ multimodal interaction could be captured and analyzed. Also, pupils’ multimodal texts (writing, drawings, digital animations), teaching material and teachers’ lessons plans were collected. The results also indicate that the highest level of engagement, in terms of negotiating, contributing, making suggestions, and making conscious choices of what signs to use, can be traced to learning activities where digital tools and digital resources were afforded. Thus, this project contributes with valuable knowledge to the field of Nordic educational research by showing how the use of digital tools and digital resources can create conditions for children’s participation, positioning and meaning making in the early years of schooling.

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  • 48.
    Wernholm, Marina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. Stockholm University, Sweden.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Patron, Emelie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.
    Young Pupils’ Joint Creation of Multimodal Fairy Tales Using Analogue and Digital Resources2023In: Education Sciences, E-ISSN 2227-7102, Vol. 13, no 6, article id 568Article in journal (Refereed)
    Abstract [en]

    The present study aimed to explore ‘what’s happening’ and ‘what’s possible’, when young pupils jointly create multimodal texts in small groups. This was achieved by studying the process when pupils in a grade 2 classroom (i) created handwritten fairy tales, (ii) drew images, and then, (iii) transformed them into animated multimodal texts using a digital application during three smallgroup activities. Data comprises video recordings, pupils’ multimodal texts (writing and drawings), teaching materials, and lesson plans. This qualitative case study focuses on one group of three pupils aged 8–9. The study is theoretically grounded in the designs for learning perspective, with the Learning Design Sequence Model utilized as an analytical tool. The teacher’s design for learning—including her planned activities and the resources made available to the pupils—appeared to have a major impact on what happens and what becomes possible for the pupils in their design for learning. The teacher’s design also influenced what competencies the pupils could (and chose) to draw upon in the different activities. An important result was that the pupils positioned themselves and each other in quite different ways during the small-group activities, which partly could be explained by the different affordances of the resources provided, as well as the teacher’s design. The detailed descriptions of how the pupils’ positioning changed in relation to the teacher’s design for learning and the available resources add valuable knowledge to the field of educational research.

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  • 49.
    Wernholm, Marina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Patron, Emelie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Kjällander, Susanne
    Stockholm University, Sweden.
    To develop a multimodal learning design with digital tools2024Conference paper (Refereed)
    Abstract [en]

    Challenges previously identified in teacher education in Sweden include: i) a gap between theoretical education provided by universities and the practical experiences encountered during teaching practice in schools, and ii) a lack of teaching methodologies in general, especially those involving digital tools. Despite research indicating that collaborative creation of digital animations by students can facilitate participation and cooperative learning (Ebbelind et al., 2023; Patron et al., 2024; Wernholm et al., 2023), these challenges persist. This developmental project aims to address these issues by introducing students to a theoretical model for designing learning activities and providing them with opportunities to utilize this model in planning, implementing, and evaluating learning activities involving digital tools.The theoretical model utilised in this project is the Learning Design Sequence (LDS)-model (Selander, 2008), which is developed within the Designs for Learning theory that in turn is theoretically connected to a social semiotics perspective of multimodality (Kress, 2010). Teacher students, university teachers and in-service teachers participate in this developmental project. Initially, university teachers and in-service teachers attended a lecture and a workshop. During this workshop, they were given the opportunity to engage in the same activity, to create a digital animation, that the teacher students are later offered to participate in. Subsequently, students utilised the LDS-model to plan, implement, and evaluate a learning design sequence with pupils. Finally, the students wrote individual reflections and shared and discussed their experiences with their peers. Following these activities, interviews were conducted with the university teachers, in-service teachers and the students to explore their experiences. Additionally, the students were asked for consent to share their written reflections with the researchers. The participating university teachers and students came from four different subject areas in three different teacher education programmes.Preliminary results suggest that the students experienced some challenges when using digital tools in their learning design, including technical issues and conflicts among younger pupils. However, the students also observed an improvement in pupil motivation and collaboration when given the opportunity to create digital animations to represent their knowledge. Additionally, the analysis indicates that the students perceived a clear connection between theory and practice, something that also in-service and university teachers expressed. 

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  • 50.
    Wernholm, Marina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Patron, Emelie
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.
    Danielsson, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Ebbelind, Andreas
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Exploring hybrid learning activities with six-year-olds2024In: Programme of Symposia / [ed] European Early Childhood Education Research Association, 2024Conference paper (Refereed)
    Abstract [en]

    This paper aims to explore how pupils' positioning, competencies and meaning-making emerge in hybrid learning activities when they create digital animations in different subjects. Children of today have never lived in an analogous world but in a hybrid reality where the physical and the digital are so intertwined that they cannot be separated (Wernholm, 2020). The qualitative project draws on the frameworks of social semiotics (Kress et al., 2001) and Designs for Learning (Selander, 2008), where teaching and learning are seen as a multimodal design. As part of the Design for Learning framework, the Learning Design Sequence model is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in different subjects. The children’s digital animations were also used to get them to tell their stories about what they had done and what their intentions behind certain actions were (cf. Wernholm & Reneland-Forsman, 2019). The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that when pupils participate in hybrid learning activities by creating digital animations together, they position themselves in relation to each other and the tablet. Furthermore, they draw on their previous experiences and competencies to make meaning. Thus, this project contributes by providing implications for the early years of schooling by showing how the use of digital tools can put a variety of children’s competencies into play and support their meaning-making in different subjects.

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