The study explores three challenges: the gap between theoretical education and practical training, the lack of digital didactics in teacher education, and the tension between offering meaningful leisure time and achieving educational goals in SAEC. The study explores how SAEC teacher students can be prepared to design scientifically based hybrid learning activities. Grounded in Design for Learning theory, students participated in theoretical and practical lessons and designed hybrid learning activities at a SAEC center. Data from written reflections and interviews show that students were able to connect theory to practice and expressed a willingness to design similar activities in their future careers, as they viewed these activities as a way to integrate planned learning activities with pupils’ interests. These findings highlight the importance of preparing SAEC teacher students, both theoretically and practically, to design hybrid learning activities.

Studien tar avstamp i tre kända utmaningar: 1) det av lärarstudenter upplevda glappet mellan den teoretiska utbildningen på universitetet och den praktiska utbildning de möter på skolor 2) bristen på digitalt inriktad didaktik i många lärarutbildningar och 3) spänningen mellan fritidshemmets uppdrag att erbjuda meningsfull fritid och samtidigt bedriva undervisning som bidrar till måluppfyllelse. Syftet med studien är att utforska hur fritidshemslärarstudenter kan förberedas för att designa läraktiviteter med digitala verktyg (hybrida läraktiviteter) på vetenskaplig grund, vilket kan minska de ovan nämnda utmaningarna. Studien utgår från teorin Design för Lärande (DfL), där undervisning och lärande ses som multimodal design. I studien deltog fritidshemslärarstudenter i teoretiska och praktiska moment på universitetet samt två dagar på ett fritidshem där de designade hybrida läraktiviteter. Empirin består av studenternas skriftliga reflektioner samt semistrukturerade intervjuer. Genom kvalitativ innehållsanalys identifierades, tolkades och kategoriserades meningsbärande enheter i empirin. Resultaten visar att flera studenter gjorde explicita kopplingar mellan teori och praktik. Vidare uttryckte de en vilja att designa hybrida läraktiviteter i sitt framtida yrke, då dessa ansågs vara ett sätt att kombinera barns meningsfulla fritid med planerade läraktiviteter. Dessa resultat belyser vikten av att förbereda studenter, både teoretiskt och praktiskt, för att designa hybrida läraktiviteter på fritidshemmet.

Detta projekt syftar till att undersöka hur lärarstudenter som har deltagit i både teoretiska och praktiska moment vid universitetet och i verksamhetsförlagd utbildning resonerar kring att designa teoretiskt grundade läraktiviteter som inkluderar digitala verktyg. En vanlig utmaning i lärarutbildningen är den upplevda klyftan mellan den teoretiska utbildningen vid universitetet och den praktiska utbildningen ute i skolor. Dessutom finns en brist på digitalt orienterad didaktik i lärarutbildningen. Detta är problematiskt eftersom ICILS 2024 visar att fyra av tio elever i årskurs 8 saknar grundläggande digital kompetens. Samtidigt visar en internationell forskningsöversikt att elever som kommer från socioekonomiskt utsatta områden, som har ett annat modersmål än svenska eller som har funktionsvariationer, gynnas särskilt av att använda digitala verktyg i undervisningen. En medveten användning av digitala verktyg skulle alltså kunna vara en väg att överbrygga ojämlikhet i skolan och främja alla elevers digitala kompetens. Därför är en central utgångspunkt i detta projekt att elever tidigt ska ges möjlighet att utveckla digital kompetens för att kunna vara aktiva medborgare i ett digitaliserat samhälle. Digital kompetens är även en förutsättning för att kunna delta i och påverka demokratiska processer, exempelvis genom att kritiskt granska digital information och själva uttrycka sig i digitala miljöer. För att möjliggöra detta behöver lärare göra vetenskapligt grundade didaktiska val som främjar elevers lärande och utveckling. Studien utgår från det teoretiska perspektivet Design för lärande (DfL), som betraktar undervisning och lärande som en form av multimodal design. Inom DfL är modellen Learning Design Sequence (LDS-modellen) central för både analys och design av läraktiviteter och den låg till grund för projektets design samt lärarstudenternas arbete med att designa hybrida läraktiviteter. Lärarstudenterna som deltog i projektet tillhörde tre olika program och projektet omfattade undervisningssekvenser i fyra kurser. Datamaterialet består av 294 lärarstudenters skriftliga reflektioner samt intervjuer med 23 studenter. Empirin analyserades genom kvalitativa innehållsanalyser för att identifiera kategorier relevanta för projektets syfte. Resultaten visar att flera studenter gör explicita kopplingar mellan teori och praktik och uttrycker hur kursmomenten hjälper dem att tillägna sig en didaktisk modell som är användbar för att designa hybrida läraktiviteter på vetenskaplig grund. Vidare uttrycker studenterna en vilja att arbeta med hybrida läraktiviteter i sitt framtida yrke och förklarar varför och hur sådana aktiviteter kan iscensättas i undervisningen. En central slutsats från projektet är att studenter behöver förberedas, både teoretiskt och praktiskt, för att designa hybrida läraktiviteter som stödjer elevers lärande, digitala kompetens och demokratiska delaktighet.

This paper explores the ethical challenge of the mandate for educational change within professional development. Drawing on a long-term educational design research project focused on problem solving and problem posing, we examine how collaboration between researchers and teachers evolves across four phases. Initially, researchers led the design and implementation. Over time, teachers became active co-creators, contributing to planning, data collection, and analysis. This shift from research on teachers to research with teachers enabled a shared mandate for change, fostering sustainable professional development. Our findings suggest that change is more likely to occur and sustain when it originates from within the teachers themselves, supported by collaborative structures. The study highlights how educational design research can bridge ethical concerns and promote teacher agency in relation to change.

It was a great pleasure to welcome you all to the 31st International Conference on Mathematical Views (MAVI 31), hosted by Linnaeus University in Växjö, Sweden, from 17 to 19 September 2025. Over more than three decades, the MAVI conference was establishedas a distinctive and influential forum for research on affectiveand value-related dimensions of mathematics education. MAVI 31 continuedthis tradition by bringing together a diverse international community of scholars, 43 participants from 14 different countries and 32 contributions,at a time when such perspectives are more necessary than ever.Of the 32 contributions, 24 are represented as peer-reviewed papers in the conference proceedings. This proceeding also contains a contribution by Prof. Dr Günter Törner, in which he looks back on the MAVI community and its developmen.

This article focuses on one preschool teacher student, Wilma, in order to investigate how her identity development is shaped through experiences in preschool teacher education and other relevant social practices. Drawing on the concepts of social practice and figured worlds, the article examines the complexity of becoming a preschool teacher. The empirical material consists of an interview with Wilma, analysed through Systemic Functional Linguistics and the conceptual framework Patterns of Participation. The analysis shows that Wilma is highly motivated to become a preschool teacher, while increasingly less motivated to participate in the teaching activities offered within her education. The article problematises how Wilma’s patterns of participation shape her developing professional identity and shows how she moves from trusting the preschool teacher education programme to questioning it. In this process, fellow students and teacher educators play important roles. The article also shows how dissonance arises as Wilma navigates university-based and preschool-based understandings of preschool as a social practice. Implications for preschool teacher education are discussed.

The mathematics teaching that young students encounter affects not only 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 own ability to learn mathematics. In this article, we explore how six-year-old students’ participation in an intervention focused on problem solving and problem posing is associated with differences in their views of what it means to be taught and to learn mathematics. We compare drawings of mathematics classrooms created by students from different classes, some of whom had participated in the intervention and others who had not. The results reveal notable differences in the actors and objects included in the drawings. The control group commonly drew textbooks, teachers, and mathematical symbols, whereas the intervention group also depicted other aspects, such as collaborative settings and manipulatives. Thus, a more diverse view of mathematics education appeared in the drawings of the students who participated in the intervention. We argue that these differences may be related to students’ experience with problem solving and problem posing, as well as to critical aspects of these activities, such as creativity and autonomy.

In this study, we elaborate on whether – and if so, how – students’ creation of analog and digital representations, in combination, may strengthen their meaning making in combinatorics while engaging in problem solving. An intervention was conducted in two Swedish preschool classes (six-year-olds) involving 25 students. The results indicate that creating a digital animation did not primarily enhance  problem solving but rather served as an aid for students to redesign their analog knowledge representations, enabling them to further engage with the mathematical content. A conclusion is that the creation of analog and digital representations, in combination, contributed to students’ explorations of combinatorics and that, when integrated into a learning-design sequence, digital animations enhanced students' understanding of combinatorics. This conclusion should be seen in relation to the small scale of the study, which means that more studies are needed in order to generalize the findings.

In mathematics education, student collaboration is often emphasised as desirable. The focus of this paper is on students’ positioning during collaborative problem solving and problem posing on the mathematical content combinatorics. The study utilises the Learning Design Sequence model for lesson design and positioning theory as an analytical framework. In a sequence of lessons, students worked with both problem solving and problem posing, using different ways of representing their solutions, such as pictures, physical objects, and digital animations. Two cases of collaboration between 6-year-old students are used to illustrate their positioning during this sequence of lessons. One conclusion is that, when collaborating, students’ experiences of each other as learners in general and mathematics learners in particular have influence on their positioning which in turn may influence their possibilities of meaning making in mathematics.

This paper presents a study on the ways Swedish 6-year-old students depict combinations when solving a combinatorics problem-solving task. 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 documentation 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 them 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.