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  • 1.
    Björklund, Camilla
    et al.
    University of Gothenburg.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Playing to learn or learning as a prerequisite to play?: an example of mathematical learning content2017In: NERA 2017 Abstracts: Learning and education – material conditions and consequences: 23-25 March 2017, Copenhagen, Denmark, 2017, article id 125Conference paper (Refereed)
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  • 2.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Teachers’ involvement in children’s mathematizing: beyond dichotomization between play and teaching2018In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 4, p. 469-480Article in journal (Refereed)
    Abstract [en]

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

  • 3.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Att få grepp om begrepp i matematik2020Other (Other (popular science, discussion, etc.))
  • 4.
    Björklund, Camilla
    et al.
    Göteborgs universitet.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Att undervisa i matematik i förskolan2017In: Förskolan och barns utveckling: Grundbok för förskollärare / [ed] Anne-Li Lindgren, Niklas Pramling, Roger Säljö, Gleerups Utbildning AB, 2017, p. 171-184Chapter in book (Other academic)
  • 5.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Designing a tool for exploring toddlers’ numerical competencies in preschool2021In: Sustainable mathematics education in a digitalized world: Proceedings of MADIF12. The twelfth research seminar of the Swedish Society for Research in Mathematics Education Växjö, January 14–15, 2020  / [ed] Y. Liljekvist, L. Björklund Boistrup, J. Häggström, L. Mattsson, O. Olande, & H. Palmér, 2021, p. 1-11Conference paper (Refereed)
    Abstract [en]

    There is a growing consensus in research that children’s numerical competencies start to develop at a very early age. However, less is known how toddlers (1–3-yearolds) learn about numbers and few tools are developed to make their progress in learning visible and researchable. In this methodological paper, we present the process of designing such a tool to be used in a combined research-development project. The focus of the paper is on the process of designing the tool that is based on theoretical principles, founded in the preschool traditions and attract young children’s attention. 

  • 6.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Enhancing Swedish Toddlers’ Learning Opportunities Through Interactions with Pictures and Narrative Designed for Numerical Learning Purposes2023In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to deepen the understanding of how preschool teachers can use representations of diferent kinds to bring fore the mathematical content that may be aforded in pictures and narrative designed for numerical learning purposes. Seventy-three video documentations of reading sessions with 27 toddlers (1–3 years of age) over the course of three semesters were analyzed with a focus on number-oriented actions that, theoretically, would facilitate toddlers’ learning of numbers. In the reading sessions the teachers extended the content of the pictures and the narrative in diferent ways, and how one and the same picture was handled was shown to impact on what was made possible for the children to discern. Three diferent objects of learning—identifying numbers, comparing numbers, and operating on numbers—were made visible. Further, the use of gestures strengthened the possibility for the children to make connections within and between representations. This contributes to our understanding of the importance of using representations and gestures with a pedagogical purpose.

  • 7.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Exploring Mixed Roles and Goals in Collaborative Research: The Example of Toddler Mathematics Education2023In: Methodology for Research with Early Childhood Education and Care Professionals: Example Studies and Theoretical Elaboration / [ed] Cecilia Wallerstedt, Eva Brooks, Elin Eriksen Ødegaard, Niklas Pramling, Springer, 2023, p. 33-43Chapter in book (Refereed)
    Abstract [en]

    Abstract This chapter focuses on the methodological possibilities and challenges arising from the mixed roles and aims between researchers and teachers in a research project aimed at developing educational practices with toddlers. The project was conducted in close collaboration between researchers and preschool teachers in Sweden for three semesters using an iterative design of meetings every 2 weeks to evaluate, develop, and plan teaching activities for toddlers. The key questions concerned deepening the knowledge, both theoretically and empirically, of how children develop numerical skills and how this development can be facilitated in early childhood education. Due to the specifc context in which the research and development were undertaken, methodologies previously used in research on early mathematics had to be further developed. During the close collaboration in carrying out the project, unanticipated methodological challenges involving the mixed roles and goals of the collaborators did arise but turned out to enrich the knowledge for all participants. The challenges concerned both the common goal to learn more about early mathematical learning and the diverse approaches with which preschool teachers and researchers entered the project.

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  • 8.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    I mötet mellan lekens frihet och undervisningens målorientering i förskolan.2019In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, no 1, p. 64-85Article in journal (Refereed)
    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.

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  • 9.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Matematisering i lek på vetenskaplig grund2023In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 20, no 2, p. 29-50Article in journal (Refereed)
    Abstract [sv]

    I den här artikeln riktar vi uppmärksamhet mot uttrycket matematisera, myntat av matematikdidaktikern Hans Freudenthal och ofta använt i beskrivningar av förskolebarns matematiklärande. I artikeln problematiseras Freudenthals matematikdidaktiska ansats med fokus på hur matematisera framträder i undervisning där lek har en central roll. Mer explicit studeras hur form och innehåll i tre lekaktiviteter (94 videoinspelade observationer) tillsammans med barns och förskollärares ageranden möjliggör matematiserande utan att lekens ursprungliga värden förringas utan snarare vidgas eller fördjupas. Resultaten visar att undervisning som möjliggör matematiserande är en didaktisk utmaning där barns agency i lekaktiviteten, deras kunskaper om lekens struktur samt deras tidigare matematikkunskaper framstår som kritiskt. Pedagogiska implikationer är vikten av barns frihet att ta initiativ till att undersöka och använda matematik som är relevant för leken samt hur förskollärarens aktiva deltagande i leken främjar barnens agency.

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  • 10.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Preschool Teachers’ Ways of Promoting Mathematical Learning in Picture Book Reading2022In: Early Childhood Teachers‘ Professional Competence in Mathematics / [ed] Simone Dunekacke, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts, Lars Jenßen, Routledge, 2022, p. 187-205Chapter in book (Other academic)
    Abstract [en]

    Research has shown ambiguous results regarding the role of the teacher when reading picture books with the intention to offer young children opportunities for learning. In this chapter, we thereby discuss the relation between teacher knowledge and afforded numerical learning opportunities for pre-school children in joint picture book reading. We base our discussion on analyses of video documentations of three pre-school teachers and 13 pre-schoolers reading a picture book. The picture book was specially designed to afford the children to discern numerical concepts. The documented reading sessions are analysed with specific focus on teachers' mathematical knowledge for teaching (MKT), and on how children's learning opportunities are related to the teachers' ways of making connections within and between mathematical notions. Based on the analysis, making such connections seems to depend on the teacher's knowledge of the specific content. Also, teacher flexibility, in the sense of considering children's individual competences and initiatives at the same time as keeping a learning object present, is a feature of interaction that stands out as important when reading picture books with teaching intentions. Teaching in this way constitutes a fusion of the different parts of the MKT that teachers possess.

  • 11.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Preschoolers’ reasoning about numbers in picture books2020In: Mathematical Thinking and Learning, ISSN 1098-6065, E-ISSN 1532-7833, Vol. 22, no 3, p. 195-213Article in journal (Refereed)
    Abstract [en]

    In this article we report on a study of children’s attention to numerical content in picture books. Specific research questions are 1) how the content in a designed picture book directs children’s attention to numbers, and 2) what kind of numerical reasoning the book reading entails. To answer these questions, we conducted an educational design research study in two cycles, with a specially designed picture book and two ways of reading: first without any prompting from the reading teacher, and second with teacher-child interaction. Nineteen preschool children (aged 3–5 years) and three teachers participated in video-observed individual reading sessions. The observations of the reading activities were analyzed with focus on the children’s attention to numbers as well as on their numerical reasoning during the book talks. Based on the observations, we suggest that preschool children do direct their attention to aspects of numbers, but that the design of the pictures and the framing of the reading sessions influence which numerical aspects are discerned. Furthermore, teachers’ support in transforming empirical clues into mathematical representations and comparisons seems critical for more advanced reasoning about numbers to occur.

  • 12.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Teaching toddlers the meaning of numbers: connecting modes of mathematical representations in book reading2022In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 110, p. 525-544Article in journal (Refereed)
    Abstract [en]

    In this article, we direct attention to what becomes critical in teaching activities for toddlers (1–3-year-olds) to learn the meaning of numbers. One activity we thoroughly exploreis interactive book reading, based on previous research indicating positive learning outcomes from this type of mathematical activity, as it has shown to simultaneously embracethe child’s perspective and encourage interaction and ‘number talk.’ A specially designedpicture book presenting small quantities was developed, and variation theory principleswere embedded in both the book design and the teaching acts. Through qualitative analyses, we aim to identify what is critical in the interactive book reading sessions for toddlersto discern essential aspects of numbers, with a specifc focus on the conditions for makingmodes of representations into resources for learning. Preschool teachers frequently readthe book to 27 toddlers over the course of a year. Video documentation of their readingsessions was analyzed, and exposed the signifcance of addressing the child’s perspectivewhen choosing what representation to emphasize and in what ways connections within andbetween representations can be made. Thus, the study contributes knowledge on the teaching of numbers with toddlers, and problematizes as well as extends the potential of interactive book reading as a quality-enhancing educational tool.

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  • 13.
    Björklund, Camilla
    et al.
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Landgren, Lena
    University of Gothenburg, Sweden.
    Who or how many are missing?: Toddlers experiencing numerical meaning in a game2022In: The relation between mathematics education research and teachers’ professional development: Proceedings of MADIF 13 The thirteenth research conference of the Swedish Society for Research in Mathematics Education Växjö, March 29–30, 2022 / [ed] Linda Mattsson, Johan Häggström, Martin Carlsen, Cecilia Kilhamn, Hanna Palmér, Miguel Perez, Kerstin Pettersson, Svensk förening för MatematikDidaktisk Forskning - SMDF, 2022, p. 11-22Conference paper (Refereed)
    Abstract [en]

    In this paper, we present results from an inquiry into how basic number meaning can be taught in preschool through a game. The game was designed in collaboration between preschool teachers from three preschools and researchers in accordance with both theoretical and empirically founded principles. Based on video observations of teacher and child interaction (27 toddlers, 179 video recordings) when playing the game, we elaborate on how the meaning of numbers is made possible to discern and what needs to be differentiated in order to make the meaning of numbers discernible. Results show that non-numerical features play a bridging role for using the game to teach the meaning of numbers.

  • 14.
    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.

  • 15.
    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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  • 16.
    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)
  • 17.
    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.))
  • 18.
    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.))
  • 19.
    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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  • 20.
    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.

  • 21.
    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)
  • 22.
    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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  • 23.
    Gardesten, Malin
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Students’ participation in mathematics in inclusive classrooms: a study of the enacted mathematical and relational knowing of teachers2023In: Mathematical Thinking and Learning, ISSN 1098-6065, E-ISSN 1532-7833, p. 1-22Article in journal (Refereed)
    Abstract [en]

    Given the need to increase equity in mathematics education, this study draws on earlier research connecting the mathematical and relational know-ing of teachers to determine how such combined knowing enables elemen-tary school students’ inclusion in mathematics. Through a participatory perspective on learning based on social practice theory, empirical examples in the results illustrate how the mathematical and relational knowing of teachers enables diverse participation in communities of classroom mathe-matics. For students’ spatial, social, and mathematical inclusion in the class-room, the enactment of both mathematical and relational knowing of teachers is important. Further, the results indicate that this enactment of both mathematical and relational knowing can be made by one or two co- teachers. Thus, when advocating for inclusive and quality mathematics education for all students, the mathematical as well as the relational knowing of teachers ought to be considered.

  • 24.
    Helenius, Ola
    et al.
    University of Gothenburg.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Student Teachers’ Visions of Good Mathematics Teaching and its (dis)connection to Practice2017In: ICT in mathematics education: the future and the realities : Proceedings of MADIF 10 
The tenth research seminar of the Swedish Society for Research in Mathematics Education 
Karlstad, January 26–27, 2016, Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017Conference paper (Refereed)
    Abstract [en]

    In this paper, three Swedish studies focusing on student teachers in transition from university to teacher practice are analyzed with respect to similarities and differences in how the teacher students describe the mathematics teaching they want to do as well as how they relate to teaching they already see carried out. Despite the different theoretical and methodological orientations in the examined studies, we find commonalities. One commonality is how the student teachers align with reform ideas when they talk about preferred mathematics teaching. Another commonality is how teaching observed in school based teacher education is typically described in negative terms since it does not conform to these reform ideas. We discuss this divide as a potentially negative effect of trying to use teacher education as a reform instrument.

  • 25.
    Helenius, Ola
    et al.
    NCM, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Sollervall, Håkan
    Malmö University, Sweden.
    Lingefjärd, Thomas
    Universtiy of Gothenburg, Sweden.
    Digitala verktyg i matematikundervisningen: [ ingår i Lärportalens modul Matematikundervisning med digitala verktyg I, åk 1-3, Del 1: Nätet som resurs ]2016Other (Other academic)
  • 26.
    Helenius, Ola
    et al.
    NCM, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Sollervall, Håkan
    Malmö University, Sweden.
    Lingefjärd, Thomas
    Universtiy of Gothenburg, Sweden.
    Digitala verktyg i matematikundervisningen: [ ingår i Lärportalens modul Matematikundervisning med digitala verktyg I, åk 4-6, Del 1: Nätet som resurs ]2016Other (Other academic)
  • 27.
    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.))
  • 28.
    Kidron, Ivy
    et al.
    Jerusalem College of Technology, Israel.
    Bosch, Marianna
    Universitat Ramon Llull, Spain.
    Monaghan, John
    University of Agder, Norway.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Theoretical perspectives and approaches in mathematics education research2018In: Developing Research in Mathematics Education: Twenty Years of Communication, Cooperation and Collaboration in Europe / [ed] Tommy Dreyfus, Michele Artigue, Despina Potari, Susanne Prediger, Kenneth Ruthven, Routledge, 2018, p. 254-268Chapter in book (Refereed)
    Abstract [en]

    Developing Research in Mathematics Education is the first book in the series New Perspectives on Research in Mathematics Education, to be produced in association with the prestigious European Society for Research in Mathematics Education. This inaugural volume sets out broad advances in research in mathematics education which have accumulated over the last 20 years through the sustained exchange of ideas and collaboration between researchers in the field. An impressive range of contributors provide specifically European and complementary global perspectives on major areas of research in the field on topics that include:the content domains of arithmetic, geometry, algebra, statistics, and probability;the mathematical processes of proving and modeling;teaching and learning at specific age levels from early years to university;teacher education, teaching and classroom practices;special aspects of teaching and learning mathematics such as creativity, affect, diversity, technology and history;theoretical perspectives and comparative approaches in mathematics education research.This book is a fascinating compendium of state-of-the-art knowledge for all mathematics education researchers, graduate students, teacher educators and curriculum developers worldwide.

  • 29.
    Krainer, Konrad
    et al.
    University of Klagenfurt, Austria.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Jaworski, Barbara
    Loughborough University, UK.
    Prediger, Susanne
    Technische Universität Dortmund, Germany.
    Boero, Paolo
    Università di Genova, Italy.
    Modeste, Simon
    Université de Montpellier, France.
    Dreyfys, Tommy
    Tel Aviv University, Israel.
    Žalská, Jana
    Charles University in Prague, Czech Republic.
    ERME anniversary panel on the occasion of the 20th birthday of the European Society for Research in Mathematics Education2020In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, European Society for Research in Mathematics Education, 2020, p. 81-98Conference paper (Other academic)
    Abstract [en]

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

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  • 30.
    Norén, Eva
    et al.
    Stockholm university.
    Palmér, HannaLinnaeus University, Faculty of Technology, Department of Mathematics.Cooke, AudreyCurtin university, Australia.
    Nordic Research in Mathematics Education: Papers of NORMA 172017Conference proceedings (editor) (Refereed)
  • 31.
    Palmér, Hanna
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Assessment as a tool in the professional identity development of novice mathematics teachers.2012In: Proceedings of MADIF8: Evaluation and Comparison of Mathematical Achievement: Dimensions and Perspectives / [ed] Bergsten, C.; Jablonka, E. & Raman, M., Svensk förening för MatematikDidaktisk Forskning - SMDF, 2012, p. 161-170Conference paper (Refereed)
    Abstract [en]

    The empirical material and the results presented in this paper are taken from a study investigating novice primary school mathematics teachers’ professional identity development. This paper focuses on how the novice primary school mathematics teachers in the study use assessments as a tool in professional identity development. The respondents equate pupils’ results in assessments with understanding and learning and they use the assessments primarily as confirmation in identity development as mathematics teachers and not as material for planning lessons. In this paper, confirmation through assessment is illustrated by the case of Helena, one of the respondents in the study.  

  • 32.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Bedömning i yngre skolåldrar2020In: Att planera, bedöma och ge återkoppling: stöd för undervisning, Stockholm: Skolverket , 2020, p. 34-43Chapter in book (Other academic)
  • 33.
    Palmér, Hanna
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Beliefs and knowledge for teaching Mathematics in school in the narratives of identity.2010In: Proceedings of the conference MAVI-15: Ongoing research on mathematical beliefs Genoa: Dipartimento di Matematica, Università di Genova - Provincia di Genova / [ed] Fulvia Furinghetti and Francesca Morselli, International Conference on Mathematical Views (MAVI), 2010Conference paper (Refereed)
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  • 34.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Children (aged 3-5 years) learning mathematics through programming, thinking and doing, or just doing?2023In: Teaching Coding in K-12 Schools / [ed] Keane, T., Fluck, A.E., Springer, 2023, p. 13-22Chapter in book (Refereed)
    Abstract [en]

    In this chapter, a Swedish development and research project integrating programming and mathematics will be focused on. The children in the project were 3-5 years old. Preschool children together with their teachers worked with programmable robots especially designed for young children. Several programming activities were developed and introduced in four rounds. Common in all these activities was the children investigating programming and mathematics by trying them out themselves. The results show that the children developed their spatial thinking and their understanding of symbols. Also, they developed their ability to use notions such as ’forward’, ’backward’, ’rotate’ and ’turn’, verbally through symbols and gestures. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023. All rights reseverd.

  • 35.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Collective and individual perspectives on preschool mathematics within a professional development programme2019In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 27, no 3, p. 306-321Article in journal (Refereed)
    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.

  • 36.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Connecting Theories in a Case Study of Primary School Mathematics Teachers' Professional Identity Development2013In: CERME8 (European Research in Mathematics Education), 6-10 Feb., 2013, Anatalya: WG Papers ; Different theoretical perspectives / approaches in research in mathematics education / [ed] Behiye Ubuz, Çiğdem Haser, Maria Alessandra Mariotti, European Society for Research in Mathematics Education, 2013, p. 2850-2859Conference paper (Refereed)
    Abstract [en]

    This paper focuses on a connection between two theories used in a case study of the professional identity development of primary school mathematics teachers. The two theories connected are communities of practice and patterns of participation. The reason for the connection was the need for a framework that would make it possible to analyse both the individual and the social parts of professional identity development. In this paper, the connection is presented, illustrated briefly using empirical examples and evaluated.

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  • 37.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Digitala verktyg i förskolans arbete med matematik2015In: De yngsta barnens matematik / [ed] Camilla Björklund & Karin Fransén, Stockholm: Liber, 2015, p. 151-158Chapter in book (Other academic)
  • 38.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    How to understand changes in novice mathematics teachers' talk about good mathematics teaching?2018In: 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 (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.

  • 39.
    Palmér, Hanna
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Identity development in limbo: teacher transition from education to teaching2010In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 15, no 4, p. 101-122Article in journal (Refereed)
    Abstract [en]

    The theories and results discussed in this article are from a study investigating the identity development of novice primary mathematics teachers. The article has two aims: first, to elaborate the notion of beliefs in relation to the notions of identity and identity development, with the purpose of developing a framework to investigate the process of becoming and being a teacher of mathematics; and second, to offer an example of the use of this framework in a study of novice primary mathematics teachers. The core of the example is the case of Jenny, a Swedish novice primary mathematics teacher. Jenny’s case, however, is not simply about her but also identity development when the formal aspect of employment is missing, a case not rare in Sweden.

  • 40.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Inconsistency, Regression or Development?: The professional Identity of a Novice Primary School Mathematics Teacher2014In: Development of Mathematics Teaching: Design, Scale, Effects. Proceeding of MADIF 9. The Ninth Swedish Mathematics Education Research Seminar Umeå February 4-5, 2014 / [ed] O. Helenius, A. Engström, T. Meaney, P. Nilsson, E. Norén, J. Sayers, M. Österholm, Svensk förening för MatematikDidaktisk Forskning - SMDF, 2014, p. 107-116Conference paper (Refereed)
    Abstract [en]

    There is an increasing awareness of the social dimensions in the professionalidentity development of mathematics teachers. This paper reports on similaritiesand differences in how a novice teacher talks about good mathematics teachingand high-performing mathematics students at the time of her graduation and thenone year later. By analysing the social dimensions of the novice teachers’professional identity development these changes, often referred to asinconsistency and/or regression, can be understood as development in hermemberships in different kind of communities of practice.

  • 41.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    (In)consistent?: The mathematics teaching of a novice primary school teacher2013In: Current state of research on mathematical beliefs XVIII: Proceedings of the MAVI-18 Conference, September 12-15, 2012, Helsinki, Finland / [ed] Hannula, Markku; Portaankorva-Koivisto, Päivi; Laine, Anu; Näveri, Liisa, Helsinki: International Conference on Mathematical Views (MAVI), 2013, p. 229-242Conference paper (Refereed)
    Abstract [en]

    This paper is focusing on the mathematics teaching of Helena, a Swedish novice teacher. Helena is one of seven teachers in a case study of primary school mathematics teachers’ professional identity development. She is also an example of a teacher whose mathematics teaching, from an observer’s perspective, may appear inconsistent with her talk about mathematics teaching. However, in this paper a conceptual framework aimed at analysing professional identity development will be used making the process of her mathematics teaching visible and then her mathematics teaching appear as consistent.

  • 42.
    Palmér, Hanna
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    (In)consistent? The mathematics teaching of a novice primary school teacher.2012In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 17, no 3-4, p. 141-157Article in journal (Refereed)
    Abstract [en]

    This article focuses on the mathematics teaching of Helena, a Swedish novice teacher. Helena is one of seven teachers in a case study of primary school mathematics teachers’ professional identity development. She is also an example of a teacher whose mathematics teaching, from an observer’s perspective, may appear inconsistent with her talk about mathematics teaching. However, in this article a conceptual framework aimed at analysing professional identity development will be used making the process of her mathematics teaching visible and then her mathematics teaching appear as consistent.

  • 43.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics Education.
    Just as expected and exactly the opposite: Novice primary school mathematics teachers’ experience of practicing teachers2014In: Current State of Research on Mathematical Beliefs XX: Proceedings of the MAVI-20 Conference September 29 – October 1, 2014, Falun, Sweden / [ed] Lovisa Sumpter, International Conference on Mathematical Views (MAVI), 2014, p. 151-162Conference paper (Refereed)
    Abstract [en]

    The results presented in this paper are from an ethnographic case study of seven novice primary school mathematics teachers’ professional identity development. During their teacher education, these novice teachers experienced a new way of teaching mathematics. At the time of their graduation, they expressed a wish to change how mathematics is taught in schools. However, they also expressed that practicing teachers might prevent them from implementing this change because practicing teachers might want to stick to traditional methods. Two years after graduation, the respondents had not succeeded in implementing the changes they wanted to the teaching of mathematics. By following the respondents in the two years after their graduation, the study shows how practicing teachers become a limitation for the respondents, not by interfering but by being absent. The title of the paper, Just as expected and exactly the opposite, reflects this change.

  • 44.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Just As Expected And Exactly The Opposite: Novice Primary School Mathematics Teachers’ Experience Of Practicing Teachers2014In: ECER 2014, The Past, the Present and the Future of Educational Research: Network: 24. Mathematics Education Research, 2014Conference paper (Refereed)
    Abstract [en]

    The starting point for this paper is a Swedish study with the aim to understand and describe the professional identity development of seven novice primary school teachers of mathematics (Palmér, 2013). These novice teachers work as primary school class teachers, teaching several subjects whereof mathematics is one. This is similar to other countries around the world were most primary school teachers are educated as generalists (Tatto, Lerman & Novotná, 2009).

    The teaching profession, with or without focus on mathematics teaching, is often described in terms of a changed profession without much continuity between teacher education and schools (Cooney, 2001; OECD, 2005; Sowder, 2007). Graduating from teacher education and starting to work as a teacher can be understood as a transfer or shift in professional identity where the interplay between the individual and their social environment is a central part about which to develop understanding (McNally, Blake, Corbin & Gray, 2008). In the here presented study this understanding is developed through investigating the novice teachers’ participation and reification in different communities of practice (Wenger 1998).

    According to Wenger (1998) identity development is to be understood as the negotiated experience of self in the learning trajectory within and between communities of practice. A community of practice is defined through the three dimensions of mutual engagementjoint enterprise and shared repertoire. Mutual engagement is the relationships between the members, about them doing things together as well as negotiating the meaning within the community of practice. Joint enterprise regards the mutual accountability the members feel in relation to the community of practice and it is built by the mutual engagement. The shared repertoire in a community of practice regards its collective stories, artifacts, notions and actions as reifications of the mutual engagement.

    An individual can participate in communities of practice trough engagement, imagination and/or alignment. Engagement implies active involvement and requires the possibility to physical participation in activities. Imagination implies going beyond time and space in physical sense and create images of the world and makes it possible to feel connected even to people we have never met but that in some way match our own patterns of actions. Participation through alignment implies that the individual change, align, in relation to the community of practice the individual wants to, or is forced to, be a member of. All three kinds of memberships are constantly changing and learning trajectories in communities of practice can be peripheral, inbound, inside, on the boundary or outbound (Wenger, 1998).

    At the time of their graduation the novice teachers in the here presented study expressed a wish to change the mathematics teaching in schools. In their teacher education they had experienced a new way to teach mathematics in line with what is often named as the reform (Ross, McDougall & Hogaboam-Gray, 2002; NCTM, 1991 & 2000). This is similar to what several other studies have shown (for example Bjerneby Häll, 2006; Cooney, 2001; Sowder, 2007) However, the novice teachers also expressed several limitations they thought would prevent them from succeeding with their desired changes. In this paper especially one of those limitations will be focused on, namely practicing teachers. At the time of their graduation the novice teachers express that practicing teachers probably will limit their possibilities to change mathematics teaching in a reformative direction since practicing teachers want to keep on to the traditions. In this paper it will be described, based on the novice teachers’ memberships and learning trajectories in communities of practice, how they deal with this expected limitation during the two years after their graduation and how it influences their professional identity development.

    Method

    When wanting to acquire a deep understanding of a phenomenon, Flyvbjerg (2006) advocates choosing a few cases where the respondents have maximum experience of what is to be investigated. The seven respondents in the here presented study were selected because they in teacher education chose mathematics as one of their main subjects. Some of them also wrote their final teacher education Bachelor theses on mathematics education. The average age of the respondents (all female) at the time for their graduation was 31 years. An ethnographic approach was used to make visible the interplay between the individual and their social environment. Ethnography is not a collection of methods but a special way to look at, listen to and think about social phenomena where the main interest is to understand the meaning activities have for individuals and how individuals understand themselves and others (Arvatson & Ehn 2009; Aspers 2007; Hammersley & Atkinsson 2007). The empirical material in the study is from self-recordings made by the respondents, observations and interviews. All of these have been made in a selective intermittent way (Jeffrey & Troman 2004), which means that the time from the start to the end of the fieldwork has been long, but with a flexible frequency of field visits. The observations have been both participating and non-participating and the interviews have been both spontaneous conversations during observations and formal interviews (individual and in groups) based on thematic interview guides. The respondents used mp3-players for their self-recordings and they were told to record whatever and whenever they wanted and that it was up to them to decide what was important for the researcher to know about starting to work as a primary school teacher of mathematics. These varying empirical materials have in the analysis been treated as complete-empiricism (Aspers, 2007). The analysis has been made in two different, but co-operating, ways: with communities of practice as a lens and with methods inspired by grounded theory. Using grounded theory implies building and connecting categories grounded in the empirical material by using codes (Charmaz, 2006). In the study one such category became frames for teaching mathematics. This category was developed through coding segments where the respondents expressed (words and/or actions) obstacles, difficulties and/or resistance regarding their mathematics teaching. Within this category the here presented limitation, practicing teachers, is a subset.

    Expected Outcomes

    At the time of graduation the novice teachers are outbound members by engagement and imagination in a community of reform mathematics teaching. They have an expectation that practicing teachers will limit their possibilities to change mathematics teaching in line with the shared repertoire in this community of practice. The years after graduation are very different for the respondent but they all work as teachers in one way or another. Similar is that they feel lonely since there are no cooperation between the teachers in schools as they had expected. The novice teachers work on their own and not much of the kind of mathematics teaching they talked about before graduation is visible. Two years after graduation the novice teachers meet for a group interview. In the interview they, among other things, talk about their wish to change mathematics teaching and why they have not managed to do this so far. Again they start to talk about practicing teachers as a limitation. However, not by preventing the novice teachers from teach mathematics as they want to, but by being absent. The novice teachers lack the opportunity to collaborate with and get support from other teachers. The worry they expressed before graduation regarding being limited by practicing teachers has changed into a wish that other teachers would take more notice of and help them. The title of the paper, just as expected and exactly the opposite, reflect this change. Other teachers became a limitation but not by interfering but by being absent. Two years after graduation, the novice teachers are peripheral members in the community of reform mathematics teaching. However, the lack of opportunities to collaborate with other teachers has prevented them from developing new memberships in communities of teachers and/or teaching (mathematics), which make their professional identity development lonesome.

    References

    •Arvastson, G. & Ehn, B. (2009). Etnografiska Observationer. Lund: Studentlitteratur AB. •Aspers, P. (2007). Etnografiska metoder. Malmö: Liber AB. •Bjerneby Häll, M. (2006). Allt har förändrats och allt är sig likt. En longitudinell studie av argument för grundskolans matematikundervisning. Lindköpings Universitet: Utbildningsvetenskap. •Charmaz, K. (2006). Constructing Grounded Theory. A Practical Guide through Qualitative Analysis. London: SAGE Publications. •Cooney, T.J. (2001). Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Development. In F.L. Lin & T.J. Cooney (Eds.), Making Sense of Mathematics Teacher Education (pp.9-31). Dordrects: Kluwer Academic Publishers. •Flyvbjerg, B. (2006). Five Misunderstandings About Case-Study Research. Qualitative Inquiry, 12(2), 219-245. •Hammersley, M. & Atkinson, P. (2007). Ethnography. Principles in Practice. Third edition. London: Routledge. •Jeffrey, B. & Troman, G. (2004). Time for ethnography. British Educational Research Journal, 30(4), 535-548. •McNally, J., Blake, A., Corbin, B. & Gray, P. (2008). Finding an Identity and Meeting a Standard: Connecting the Conflicting in Teacher Induction. Journal of Education Policy, 23(3), 287-298. •NCTM (1991). Professional Standards for Teaching Mathematics. National Council of teachers of mathematics. Charlotte: National Council of Teachers of Mathematics & Information Age Publishing. •NCTM (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics & Information Age Publishing. •OECD (2005) Education and Training Policy: Teachers Matter, attracting, developing and retaining effective teachers. •Palmér, H. (2013). To Become – or Not To Become – a Primary School Mathematics Teacher. A Study of Novice Teachers’ Professional Identity Development. Linnaeus University Dissertations No 130/2013. Växjö: Linnaeus University Press. •Ross, J.A. McDougall, D. & Hogaboam-Gray, A. (2002). Research on Reform in Mathematics Education, 1993-2000. The Alberta Journal of Educational Research, 48(2), 122-138. •Sowder, J.T. (2007). The Mathematical Education and Development of Teachers. In: F.K. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp.157-224). Charlotte: National Council of Teachers of Mathematics & Information Age Publishing. •Tatto, M.T., Lerman, S. & Novotná, J. (2009). Overview of Teacher Education Systems Across the World. In R. Even & D.L. Ball (Eds.), The Professional Education and Development of Teachers of Mathematics. The 15th ICMI Study (pp.15-23). NewYork: Springer. •Wenger, E. (1998). Communities of Practice. Learning, Meaning, and Identity. Cambridge: Cambridge University Press.

  • 45.
    Palmér, Hanna
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Konflikt mellan vision och möjlighet hos blivande lärare i matematik.2010In: Mathematics and Mathematics Education: Cultural and Social Dimensions.: Proceedings of MADIF 7 / [ed] Christer Bergsten, Eva Jablonka, Tine Wedege, Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2010, p. 200-210Conference paper (Refereed)
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  • 46.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Matematiska begrepp2019Other (Other (popular science, discussion, etc.))
  • 47.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Primary School Teachers' Image of a Mathematics Teacher2015In: 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. 121-132Conference paper (Refereed)
    Abstract [en]

    The results presented in this paper derive from a longitudinal case study of seven novice primary school mathematics teachers’ professional identity development. In the study it was found that thisprofessional identity development did not include becoming a mathematics teacher.A primary school teacher in Sweden, like in many other countries, teaches many subjects but, at the same time they are the first teachers to teach mathematics to the school children. In the paper it will be shown how the noviceprimary school teachers’ image of a mathematics teacher preventedthem from developinga sense of themselves asmathematics teachers.

  • 48.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Problemlösning genom programmering med och utan digitala verktyg2019In: 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.))
  • 49.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Professional Primary School Teacher Identity Development: a pursuit in line with an unexpressed Image2016In: Teacher Development, ISSN 1366-4530, E-ISSN 1747-5120, Vol. 20, no 5, p. 682-700Article in journal (Refereed)
    Abstract [en]

    The results presented in this article are taken from a case study of novice primary school mathematics teachers’ professional identity development from the perspective of the teachers themselves. The empirical material was collected through self-record­ings, observations and interviews. The results show how the professional identity development of these novice teachers becomes a pursuit in line with their image of a primary school teacher. To develop a sense of themselves as primary school teachers they need to establish their own individual (including graduation and personal knowledge) and social (the ability to work in one school, have colleagues, and have a class of their own for which they do the planning and teaching) criteria. These criteria are shown to be both a precondition for and a part of professional identity development. The novice teachers’ image of what it means to be a primary school teacher directs their actions and becomes the goal of their professional identity development. Because of its high impact, student and novice teachers’ image of primary school teachers ought to be made visible in both teacher education and teacher induction.

  • 50.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Programming in preschool: with a focus on learning mathematics2017In: International Research in Early Childhood Education, ISSN 1838-0689, E-ISSN 1838-0689, Vol. 8, no 1, p. 75-87Article in journal (Refereed)
    Abstract [en]

    This article presents a teaching intervention where programming was used to facilitate preschoolers’ learning of mathematics, especially in their development of spatial thinking. In the intervention, the programming was made with a small programmable robot especially designed for young students. The results indicate that the children developed their ability to mentally compare and connect movements in reality with maps and symbols. Further, the children showed ability to mentally envision, hold in mind, and conceptualize actions and relationships between paper maps, gridded maps, and symbols. Thus, the intervention indicates potential in teaching mathematics through programming in preschool.

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