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Runesson Kempe, UllaORCID iD iconorcid.org/0000-0001-7556-7974
Alternative names
Publications (10 of 80) Show all publications
Gunnarsson, R., Runesson, U. & Håkansson, P. (2019). Identifying what is critical for learning ‘rate if change’: Experiences from a learning study in Sweden. In: R. Huang, A. Takahashi & J. P. da Ponte (Ed.), Theory and practice of lesson study in mathematics: An international perspective (pp. 441-456). Cham: Springer
Open this publication in new window or tab >>Identifying what is critical for learning ‘rate if change’: Experiences from a learning study in Sweden
2019 (English)In: Theory and practice of lesson study in mathematics: An international perspective / [ed] R. Huang, A. Takahashi & J. P. da Ponte, Cham: Springer, 2019, p. 441-456Chapter in book (Refereed)
Abstract [en]

Learning study is an adapted version of lesson study developed in Hong Kong and Sweden. It has commonalities with lesson study but is framed within a specific pedagogical learning theory – variation theory. Central in variation theory is the object of learning and what is critical for students’ learning. Hence, as with lesson study, it is a collective and iterative work where teachers explore how they can make the object of learning available to students, but what characterises learning study is the use of a specific learning theory. In this process, special attention is paid to the critical aspects of the object of learning. We argue that to identify the aspects that are critical, the aspects need to be verified and refined in classrooms. In this chapter, we demonstrate how teachers gain knowledge about such critical aspects. Particularly, we show how these critical aspects cannot be extracted only from the mathematical content or the students pre-understanding alone, but evolve during the learning study cycles. For this we use a learning study about the mathematical topic of rate of change in grade 9 in Sweden as an illustration. We describe how an analysis of how students solved tasks in pre- and post-test and during the lessons, as well as how the mathematical content was presented in lessons, helped the teachers identify what was critical for learning to understand and express the rate of change for a dynamic situation.

Place, publisher, year, edition, pages
Cham: Springer, 2019
Series
Advances in Mathematics Education, ISSN 1869-4918
Keywords
Learning study; Critical aspects; Rate of change
National Category
Didactics Mathematics
Identifiers
urn:nbn:se:hj:diva-42201 (URN)10.1007/978-3-030-04031-4 (DOI)978-3-030-04030-7 (ISBN)978-3-030-04031-4 (ISBN)
Available from: 2018-12-03 Created: 2018-12-03 Last updated: 2019-06-03Bibliographically approved
Kullberg, A., Vikström, A. & Runesson, U. (2019). Mechanisms enabling knowledge production in learning study. International Journal for Lesson and Learning Studies
Open this publication in new window or tab >>Mechanisms enabling knowledge production in learning study
2019 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261Article in journal (Refereed) Epub ahead of print
Abstract [en]

Purpose: The purpose of this paper is to add to the discussion about practitioner research in schools – by addressing mechanisms and systematic strategies based on theory in a research model, which enables the creation of knowledge products that enhance student learning and are sharable between teachers.

Design/methodology/approach: The research question is the following: Can a specific form of teachers’ research produce practice-based knowledge relevant beyond the borders of the local school context? This question is addressed through empirical examples from previously published papers on learning studies in natural sciences, mathematics and language.

Findings: This paper promotes the view that teachers in learning studies can create practical public knowledge relevant beyond their local context. The authors suggest that learning studies and variation theory can offer teachers mechanisms to create such public knowledge.

Originality/value: The paper proposes that teachers’ collaboration in professional learning communities, as in a learning study, not only has the capacity to increase students’ and teachers’ learning, but it can also be used to create practical public knowledge. 

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2019
Keywords
Learning study, Mathematics, Professional learning communities, Variation theory
National Category
Didactics Mathematics
Identifiers
urn:nbn:se:hj:diva-45535 (URN)10.1108/IJLLS-11-2018-0084 (DOI)2-s2.0-85069910623 (Scopus ID)
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-08-12
Björklund, C., Kullberg, A. & Runesson Kempe, U. (2019). Structuring versus counting: critical ways of using fingers in subtraction. ZDM - the International Journal on Mathematics Education, 51(1), 13-24
Open this publication in new window or tab >>Structuring versus counting: critical ways of using fingers in subtraction
2019 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 51, no 1, p. 13-24Article in journal (Refereed) Published
Abstract [en]

The idea of using fingers as a key component in arithmetic development has received a great deal of support, much of which is based on neuroscientific evidence. However, this body of work pays limited attention to how fingers are used and possible different outcomes in arithmetic problem solving. The aim of our paper, based on an analysis of 126 observations of 4–5-year-olds solving a simple subtraction task, is to discuss different ways of using fingers, with some of the ways appearing more, and others less, powerful. The analysis suggests there is much more complexity to children’s finger-related strategies than prior research has indicated. Empirical findings in our study point to the decisive effects of different ways of using fingers, and in particular for either keeping track of counted units or for presenting a structured awareness of number. Three ways of using fingers emerge in the analysis, which are discussed in relation to their rate of success in solving the subtraction task and with attention to why the differences matter for the success rate. Through this discussion we suggest that the complexity of how fingers are used must be considered. 

Place, publisher, year, edition, pages
Springer, 2019
Keywords
Part-Whole relations, Preschool, Spontaneous finger use, Structuring numbers, Subtraction, Variation theory
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-42857 (URN)10.1007/s11858-018-0962-0 (DOI)000463647400002 ()2-s2.0-85059835394 (Scopus ID)HOA HLK 2019 (Local ID)HOA HLK 2019 (Archive number)HOA HLK 2019 (OAI)
Available from: 2019-02-04 Created: 2019-02-04 Last updated: 2019-05-08Bibliographically approved
Runesson Kempe, U. (2019). Teachers and researchers in collaboration. A possibility to overcome the research-practice gap?. European Journal of Education, 54(2), 250-260
Open this publication in new window or tab >>Teachers and researchers in collaboration. A possibility to overcome the research-practice gap?
2019 (English)In: European Journal of Education, ISSN 0141-8211, E-ISSN 1465-3435, Vol. 54, no 2, p. 250-260Article in journal (Refereed) Published
Abstract [en]

Taking as its point of departure the discussion about the disconnection between research and practice, this article presents learning study as a research approach to overcoming this gap. Learning study has commonalities with design research and lesson study, but is a teacher-researcher collaboration where both have a common object of research. Thus, it is research with teachers, rather than on teachers and focuses on constructing knowledge concerning objects of learning as well as teaching-learning relationships. The focus of the research collaboration is professional problems related to the object of learning that teachers encounter in their everyday practice. The process is guided by a theory of learning and pedagogy?the variation theory. The knowledge product of learning study is a theoretical description of what must be learned in order to develop a specific capability. Examples of knowledge contributions from learning study are given and it is suggested that such knowledge can be considered to be public knowledge that can be shared, used and developed by other teachers in other contexts. Furthermore, it is suggested that there are specific features of learning study that make it a research approach that may strengthen connections between research and practice.

Place, publisher, year, edition, pages
John Wiley & Sons, 2019
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-43940 (URN)10.1111/ejed.12336 (DOI)000469267800009 ()2-s2.0-85066395888 (Scopus ID)PP HLK 2019 embargo 24 (Local ID)PP HLK 2019 embargo 24 (Archive number)PP HLK 2019 embargo 24 (OAI)
Note

Special Issue: Lesson and learning studies – Relevant topics in the context of education policy

Available from: 2019-06-03 Created: 2019-06-03 Last updated: 2019-06-13Bibliographically approved
Pang, M. F. & Runesson, U. (2019). The Learning study: recent trends and developments. International Journal for Lesson and Learning Studies, 8(3), 162-169
Open this publication in new window or tab >>The Learning study: recent trends and developments
2019 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 8, no 3, p. 162-169Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2019
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-45332 (URN)10.1108/IJLLS-07-2019-093 (DOI)000479250300001 ()2-s2.0-85068083075 (Scopus ID)
Available from: 2019-07-11 Created: 2019-07-11 Last updated: 2019-08-27Bibliographically approved
Runesson Kempe, U., Lövström, A. & Hellquist, B. (2018). Beyond the borders of the local: How “instructional products” from learning study can be shared and enhance student learning. International Journal for Lesson and Learning Studies, 7(2), 111-123
Open this publication in new window or tab >>Beyond the borders of the local: How “instructional products” from learning study can be shared and enhance student learning
2018 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 7, no 2, p. 111-123Article in journal (Refereed) Published
Abstract [en]

Purpose: The purpose of this paper is to present how experiences gained from a theory-informed lesson study – learning study (LrS) – in regard to a specific learning goal can be shared and used by other teachers in new contexts.

Design/methodology/approach: A group of teachers worked together in a cyclic, iterative process of planning, evaluating and revising teaching. The aim was to provide possibilities for grade 2 and 3 students to become familiar with negative numbers. The teacher group came to the conclusion that the students needed to be able to differentiate some aspects of negative numbers. The conjecture was put to the test in a follow-up study (FS) with five new teachers and eight classes. One lesson was taught based on the empirical findings in the LrS.

Findings: The results suggest that teachers’ collaborative work has possibilities to produce knowledge about critical aspects of learning that can be communicated and adopted in new contexts. The teachers in the FS were able to make sense of the results from LrS and incorporate the critical aspects in their teaching in a way that enhanced students’ learning.

Originality/value: It is demonstrated that teacher collaboration in LrS can create knowledge that goes beyond the border of the local context. 

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2018
Keywords
Knowledge production, Lesson study, Negative numbers, Sharing instructional products, Variation theory
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-39356 (URN)10.1108/IJLLS-01-2018-0004 (DOI)000430474000004 ()2-s2.0-85045667864 (Scopus ID)
Available from: 2018-05-04 Created: 2018-05-04 Last updated: 2018-05-07Bibliographically approved
Björklund, C., Kullberg, A., Runesson Kempe, U. & Venkat, H. (2018). Critical ways of using fingers in arithmetic problem solving – a study of Swedish 5-yearolds. In: : . Paper presented at AERA American Educational Research Association Annual Meeting, April 13- 17 2018, New York, NY, USA.
Open this publication in new window or tab >>Critical ways of using fingers in arithmetic problem solving – a study of Swedish 5-yearolds
2018 (English)Conference paper, Oral presentation only (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-39191 (URN)
Conference
AERA American Educational Research Association Annual Meeting, April 13- 17 2018, New York, NY, USA
Available from: 2018-04-20 Created: 2018-04-20 Last updated: 2018-04-20
Ekdahl, A.-L., Björklund, C. & Runesson Kempe, U. (2018). Finger Patterns as means to experience numbers' part-part-whole relations. In: E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter (Ed.), Proceedings of the 42nd Conference of the International Group for Psychology of Mathematics education: . Paper presented at PME 42, the 42nd Conference of the International Group for the Psychology of Mathematics Education, July 3-8, 2018, Umeå, Sweden (pp. 42-42). Umeå: PME, 5
Open this publication in new window or tab >>Finger Patterns as means to experience numbers' part-part-whole relations
2018 (English)In: Proceedings of the 42nd Conference of the International Group for Psychology of Mathematics education / [ed] E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter, Umeå: PME , 2018, Vol. 5, p. 42-42Conference paper, Oral presentation with published abstract (Other academic)
Place, publisher, year, edition, pages
Umeå: PME, 2018
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-41363 (URN)
Conference
PME 42, the 42nd Conference of the International Group for the Psychology of Mathematics Education, July 3-8, 2018, Umeå, Sweden
Available from: 2018-09-06 Created: 2018-09-06 Last updated: 2019-02-21Bibliographically approved
Björklund, C., Alkhede, M., Kullberg, A., Reis, M., Marton, F., Ekdahl, A.-L. & Runesson Kempe, U. (2018). Teaching finger patterns for arithmetic development to preschoolers. In: : . Paper presented at Madif 11, The 11th Swedish Mathematics Education Research Seminar, Karlstad, Sweden, 23-24 January, 2018.
Open this publication in new window or tab >>Teaching finger patterns for arithmetic development to preschoolers
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2018 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In this paper we describe the empirical and theoretical meaning behind how finger patterns are taught to facilitate the development of preschool children’s perception of the first ten natural numbers. An intervention programme, informed by Variation theory of learning, included 65 five-year-olds and teachers at seven preschool departments in Sweden. The programme aimed at developing teaching activities and artefacts to promote children discerning necessary aspects of the first ten numbers. The design of the programme is significant to describe and evaluate as basis for forthcoming analyses of the learning outcomes, as a pedagogical approach that stands in contrast to common preschool teaching practice in Sweden is adopted.

National Category
Didactics Mathematics
Identifiers
urn:nbn:se:hj:diva-42220 (URN)
Conference
Madif 11, The 11th Swedish Mathematics Education Research Seminar, Karlstad, Sweden, 23-24 January, 2018
Available from: 2018-12-06 Created: 2018-12-06 Last updated: 2018-12-06Bibliographically approved
Ekdahl, A.-L., Venkat, H., Runesson Kempe, U. & Askew, M. (2018). Weaving in connections: Studying changes in early grades additive relations teaching. South African Journal of Childhood Education, 8(1), Article ID a540.
Open this publication in new window or tab >>Weaving in connections: Studying changes in early grades additive relations teaching
2018 (English)In: South African Journal of Childhood Education, ISSN 2223-7674, E-ISSN 2223-7682, Vol. 8, no 1, article id a540Article in journal (Refereed) Published
Abstract [en]

In this article, we present aspects of teaching that draw attention to connections – both within and between examples – in order to explore the potential objects of learning that are brought into being in the classroom space and thus what is made available to learn. Our focus is on exploring differences in teaching over time, in the context of learning study style development activity of additive relation problems in three Grade 3 classes in South Africa. In a context where highly-localised and fragmented instruction has been noted, this study reports on the nature and extent of changes in connections in instruction over time. The application of a coding framework focused on simultaneity and connections in teaching points to a richer range of structural relationships within examples, and more connecting work between examples in the second year in comparison to the first year.

Place, publisher, year, edition, pages
University of Johannesburg, 2018
Keywords
Connections; Example space; Additive relations; Primary mathematics; Part-part-whole teaching; Missing number problem teaching; Changes in teaching; Variation theory; South Africa
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-39015 (URN)10.4102/sajce.v8i1.540 (DOI)000430807400001 ()HLKPUFIS (Local ID)HLKPUFIS (Archive number)HLKPUFIS (OAI)
Available from: 2018-03-16 Created: 2018-03-16 Last updated: 2019-01-22Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7556-7974

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