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  • 51.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    van Bommel, Jorryt
    Karlstad University.
    Exploring the role of representations when young children solve a combinatorial task2017In: 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 / [ed] Häggström, Jonas mfl, Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017Conference paper (Refereed)
    Abstract [en]

    This paper is about the representations young children spontaneously use when they are solving a combinatorial task. The paper describes connections between the representations used by the children and how they solve the combinatorial task, and considers whether the results from studies regarding representations of quantity also apply to combinatorial tasks. Our results indicate some connections between the representations used and the solutions presented, but these connections do not seem to apply to the results from studies of quantity. Some possible explanations for this are outlined in the paper, but more studies will be needed to further elaborate on these issues.

  • 52.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    van Bommel, Jorryt
    Karlstad Universitet.
    How to Solve it: Students' Communication when Problem Solving in Groups2015In: Nordic research in mathematics education: Proceedings of NORMA14, Turku, June 3–6, 2014 / [ed] Silfverberg, H., Kärki, T., & Hannula, M.S, Turku: The Finnish Research Association for Subject Didactics , 2015, p. 329-338Conference paper (Refereed)
    Abstract [en]

    This paper reports on a design research study of the implementation and development of mathematics teaching through problem solving in lower primary school. The focus is on the communication between students working with problem solving in groups. In the paper episodes of two groups of students working with the same problem solving task are analysed. When analysing the episodes the interaction between the problem solvers rather than on the learning of each individual problem solver are foregrounded. The results show that students’ expectations about the rules of the activity are of importance for the communication in the groups to become effective.

  • 53.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    van Bommel, Jorryt
    Karlstad university.
    Problem solving in early mathematics teaching: a way to promote creativity?2018In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 9, no 12, p. 1775-1793Article in journal (Refereed)
    Abstract [en]

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

  • 54.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    van Bommel, Jorryt
    Karlstad Universitet.
    Problemlösning som utgångspunkt: Matematikundervisning i förskoleklass2016Book (Other academic)
    Abstract [sv]

    Förutom en introduktion till ett problemlösande arbetssätt presenteras genomförda problemuppgifter med tydliga kopplingar till styrdokumenten. Varje problemuppgift har testats och bearbetats, och i boken finns förslag till fördjupning eller förenkling av problemuppgifterna. Författarna ger även exempel på hur eleverna kan utvärdera både problemuppgifterna och det problemlösande arbetssättet. Boken vänder sig till blivande och verksamma lärare i förskola, förskoleklass och de tidiga skolåren.

  • 55.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    van Bommel, Jorryt
    Karlstad University.
    The role of and connection between systematization and representation when young children work on a combinatorial task2018In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 4, p. 562-573Article in journal (Refereed)
    Abstract [en]

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

  • 56.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    van Bommel, Jorryt
    Karlstad University.
    Young student's feelings towards problem-solving tasks: What does "success" imply?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. 69-78Conference paper (Refereed)
    Abstract [en]

    According to the Swedish curriculum, problem-solving is to be part of mathematics teaching from preschool continuing throughout all grades in school. However, little is known about young students’ feelings towards problem-solving tasks. This paper reports on an educational design research study investigating the potential in teaching problem-solving in preschool classes (6-year-olds). Two examples are presented showing how the students evaluate their feelings towards the problem-solving tasks they have been working on. The results show that understanding a task from the beginning or being able to solve it quickly are not necessary prerequisites for young students to experience enjoyment when working with the tasks. Quite the opposite, the majority of the students evaluated the tasks as fun and accessible, even though their initial solutions were often incorrect and they had to struggle a lot to solve the problems.

  • 57.
    Pramling, Niklas
    et al.
    University of Gothenburg, Sweden.
    Wallerstedt, Cecilia
    University of Gothenburg, Sweden.
    Lagerlöf, Pernilla
    University of Gothenburg, Sweden.
    Björklund, Camilla
    University of Gothenburg, Sweden.
    Kultti, Anne
    University of Gothenburg, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Magnusson, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Thulin, Susanne
    Kristianstad University, Sweden.
    Jonsson, Agneta
    Kristianstad University, Sweden.
    Pramling Samuelsson, Ingrid
    University of Gothenburg, Sweden.
    Play-responsive teaching in early childhood education2019Book (Refereed)
    Abstract [en]

    This open access book develops a theoretical concept of teaching that is relevant to early childhood education, and based on children’s learning and development through play. It discusses theoretical premises and research on playing and learning, and proposes the development of play-responsive didaktik. It examines the processes and products of learning and development, teaching and its phylogenetic and ontogenetic development, as well as the ‘what’ of learning and didaktik. Next, it explores the actions, objects and meaning of play and provides insight into the diversity of beliefs about the practices of play. The book presents ideas on how combined research and development projects can be carried out, providing incentive and a model for practice development and research. The second part of the book consists of empirical studies on teacher’s playing skills and examples of play with very young as well as older children.

  • 58.
    Roos, Helena
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Communities of practice: exploring the diverse use of a theory2015In: CERME9 Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education / [ed] Konrad Krainer, Naďa Vondrová, European Society for Research in Mathematics Education, 2015, p. 2702-2708Conference paper (Refereed)
    Abstract [en]

    The social learning theory of communities of practice is frequently used in mathematics education research. However, we have come to recognise that the theory is used in diverse ways, regarding both the parts that are used and the ways in which those parts are used. This paper presents an overview of this diverse use of the theory based on three themes: Are communities of practice viewed as pre-existing or are they designed within the study? Are individuals or groups foregrounded in the study? Which parts of the theory are mainly used? The aim of the paper is twofold: to make visible the diverse possibilities within one single theory, and to make visible how, even though we might think we know what a theory implies in research, if we look beneath the surface we may find that “the same” theory can imply many different things.

  • 59.
    Ulrika, Ryan
    Malmö University.
    Ola, Helenius
    NCM.
    Att utgå ifrån elevernas digitala värld2015Other (Other academic)
  • 60.
    van Bommel, Jorryt
    et al.
    Karlstads University.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Book Review: Building the foundation: Whole numbers in the primary grades.: Maria G. Bartolini Bussi and Xu Hua Sun (Eds.) (2018) The 23rd ICMI study – new ICMI study series Cham, Switzerland: Springer International Publishing. 536 pages. Hardcover: ISBN: 978-3-319-63554-5. €54. E-Book: ISBN: 978-3-319- 63555-2 (open access)2019In: Educational Studies in Mathematics, ISSN 0013-1954, Vol. 100, no 0764063931, p. 193-199Article, book review (Other academic)
  • 61.
    van Bommel, Jorryt
    et al.
    Karlstad University.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Book Review: Building the foundation: Whole numbers in the primary grades. Maria G. Bartolini Bussi and Xu Hua Sun(Eds.) (2018) The 23rd ICMI study – new ICMI study series2019In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 100, no 2, p. 193-199Article, book review (Other academic)
  • 62.
    van Bommel, Jorryt
    et al.
    Karlstad university.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Enhancing young children's understanding of a combinatorial task by using a duo of digital and physical artefacts2018In: Early years, ISSN 0957-5146, E-ISSN 1472-4421Article in journal (Refereed)
    Abstract [en]

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

  • 63.
    van Bommel, Jorryt
    et al.
    Karlstads universitet.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics Education. Institutionen för matematikdidaktik vid Linnéuniversitetet.
    From Solving Problems to Problem Solving: Primary School Teachers Developing Their Mathematics Teaching through Collaborative Professional Development2015In: KAPET, ISSN 1653-4743, Vol. 11, no 1, p. 72-89Article in journal (Other academic)
    Abstract [en]

    In many countries, problem solving in mathematics plays a substantial role in the syllabus, promoting the basic aim that pupils develop a deeper understanding of mathematics. However, in many countries there are few classrooms in which mathematics teaching through problem solving has truly been implemented. This article reports findings from a study of Swedish primary school teachers who, within a collaborative professional-development initiative, worked to improve their mathematics teaching, focusing on problem solving. Several studies have reported on the mathematical knowledge primary school teachers have, do not have, and ought to have. This article, however, does not evaluate the knowledge possessed by the teachers but instead focuses on how the professional collaborative learning initiative influenced the teachers' awareness of problem solving as content. The collaborative professional-development initiative had a cyclic design in which changes in the teachers' awareness became visible in their jointly produced lesson plans and pre-tests. Changes in these documents show how the role of problem solving in the teachers' mathematics classroom shifted in accordance with the historical development of problem solving as content in school: problem solving as a context, as a skill, and as an art.

  • 64.
    van Bommel, Jorryt
    et al.
    Karlstads University.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Matematik i soffan: kombinatorik i förskoleklass2016In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 3, p. 15-20Article in journal (Other (popular science, discussion, etc.))
  • 65.
    van Bommel, Jorryt
    et al.
    Karlstad university.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Paper or and digital: a study of combinatorics in preschool class2017In: Nordic Research in Mathematics Education: Papers of NORMA 17 / [ed] Eva Norén, Hanna Palmér & Audrey Cooke, Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017Conference paper (Refereed)
    Abstract [en]

    In an educational design research study on problem solving conducted in Swedish preschool class (six-year-olds) children were given the task “in how many ways can three toy bears sit in a sofa?”. The focus of this paper is on how the childrens’ explorations and solutions of this task developed as they were exposed to a digital version of it. In this paper, we make a comparison of paper and pencil documentation made by children who have used, respective not have used the digital application. The results indicate that working with the digital application resulted in more systematic paper and pencil documentation with fewer duplications. Further, the children who worked with the digital application produced more complete solutions. The results indicate that the digital version of the task enhanced children’s understanding of what a combinatorial problem encompasses.

  • 66.
    van Bommel, Jorryt
    et al.
    Karlstad University, Sweden.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Slow down, you move too fast!2017In: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) / [ed] Dooley, T Gueudet, G, DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION , 2017, p. 1950-1951Conference paper (Refereed)
  • 67.
    van Bommel, Jorryt
    et al.
    Karlstad University.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
    Young children exploring probability: with focus on their documentations2016In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 21, no 4, p. 95-114Article in journal (Refereed)
    Abstract [en]

    This article reports on an intervention where possibilities and limitations with problem-solving as a basis for mathematics education in pre-school class were studied. In the article we explore how 50 children use non-guided documentation when working with a problem-solving task about probability. The results show that the task was possible to work with for these young children, and in the follow-up interviews many of the children seemed familiar with the mathematical concepts used, as well as with a relevant sample space. The children’s non-guided documentation showed a diversity of strategies and contributed positively to their exploration of probability, both during the lesson and in the final discussions.

  • 68.
    van Bommel, Jorryt
    et al.
    Karlstad Universitet.
    Palmér, Hanna
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Liljekvist, Yvonne
    Karlstad Universitet.
    Matematikuppgifter: varför, vad, när, hur, och för vem?2018In: Att bli lärare i matematik / [ed] Ola Helenius & Maria Johansson, Stockholm: Liber, 2018, p. 61-84Chapter in book (Other academic)
12 51 - 68 of 68
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