Change search
Link to record
Permanent link

Direct link
BETA
Runesson Kempe, UllaORCID iD iconorcid.org/0000-0001-7556-7974
Alternative names
Publications (10 of 73) Show all publications
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., 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)HLKPUFIS (Local ID)HLKPUFIS (Archive number)HLKPUFIS (OAI)
Available from: 2018-03-16 Created: 2018-03-16 Last updated: 2018-03-16Bibliographically approved
Carlgren, I., Eriksson, I. & Runesson, U. (2017). Learning study. In: Ingrid Carlgren (Ed.), Undervisningsutvecklande forskning: exemplet learning study (pp. 17-30). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Learning study
2017 (Swedish)In: Undervisningsutvecklande forskning: exemplet learning study / [ed] Ingrid Carlgren, Malmö: Gleerups Utbildning AB, 2017, p. 17-30Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2017
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-37836 (URN)978-91-40-69588-8 (ISBN)
Available from: 2017-11-07 Created: 2017-11-07 Last updated: 2018-01-04Bibliographically approved
Runesson Kempe, U. & Kullberg, A. (2017). Learning to Teach with Variation: Experiences from Learning Study in Sweden. In: Rongjin Huang and Yeping Li (Ed.), Teaching and Learning Mathematics through Variation: Confucian Heritage Meets Western Theories (pp. 355-374). Sense Publishers
Open this publication in new window or tab >>Learning to Teach with Variation: Experiences from Learning Study in Sweden
2017 (English)In: Teaching and Learning Mathematics through Variation: Confucian Heritage Meets Western Theories / [ed] Rongjin Huang and Yeping Li, Sense Publishers, 2017, p. 355-374Chapter in book (Other academic)
Place, publisher, year, edition, pages
Sense Publishers, 2017
Series
Mathematics Teaching and Learning ; 2
National Category
Didactics Educational Sciences
Identifiers
urn:nbn:se:hj:diva-35502 (URN)978-94-6300-780-1 (ISBN)978-94-6300-781-8 (ISBN)978-94-6300-782-5 (ISBN)
Available from: 2017-05-12 Created: 2017-05-12 Last updated: 2017-11-07Bibliographically approved
Runesson Kempe, U., Lövström, A. & Hellqvist, B. (2017). Making distinctions – critical for the learning of the 'existence' of negative numbers? Exploring how 'instructional products' from a theory informed Lesson study can be shared and enhance student learning. In: : . Paper presented at Paper presented at the 10th Congress of European Research in Mathematics Education CERME 10, 1 – 5 February 2017, Dublin, Ireland.
Open this publication in new window or tab >>Making distinctions – critical for the learning of the 'existence' of negative numbers? Exploring how 'instructional products' from a theory informed Lesson study can be shared and enhance student learning
2017 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, we present how experiences gained from a theory informed Lesson study in regards to a specific learning goal can be shared and used by other teachers in new contexts. 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, thus to extend the number range from N to Z. Based on theoretical tenets about learning and empirical findings in the study the teacher group draw the conclusion that the pupils needed to be able to differentiate some aspects of negative numbers. The conjecture was put to the test in a follow-up study with five new teachers and eight classes. One lesson was taught based on the empirical finding in the Lesson study. When learning gains from pre- to post-test in these classes were compared to those in the Lesson study, similarities were found. It is suggested that accumulate evidence about ‘what must be learned’ across different classroom settings can be gained through a theory informed and goal oriented Lesson study.

Keywords
Lesson study, Learning study, teacher collaboration, sharing instructional products, learning and teaching negative numbers, variation theory
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-37834 (URN)
Conference
Paper presented at the 10th Congress of European Research in Mathematics Education CERME 10, 1 – 5 February 2017, Dublin, Ireland
Available from: 2017-11-07 Created: 2017-11-07 Last updated: 2018-01-04Bibliographically approved
Runesson Kempe, U. & Lövström, A. (2017). Theory-informed lesson study as practice based research: identifying what is critical for grade 2 and 3 pupils’ learning of negative numbers. Quadrante, XXVI(2), 19-42
Open this publication in new window or tab >>Theory-informed lesson study as practice based research: identifying what is critical for grade 2 and 3 pupils’ learning of negative numbers
2017 (English)In: Quadrante, ISSN 0872-3915, Vol. XXVI, no 2, p. 19-42Article in journal (Refereed) Published
Abstract [en]

The aim of the paper is to demonstrate how a theory-informed lesson study can be a form of practice-based research where knowledge is generated within the process of teachers’ actions. Learning study shares features with lesson study, such as the iterative design, the teacher driven approach and with attention to student learning, but is guided by a theoretical framework. The dominant theory has been variation theory. In learning study, the focus is the object of learning and what must be learned to make the object of learning one’s own. A learning study about learning and teaching negative numbers to young pupils (age 8-9) in a Swedish context is used as an example. Our proposal is in resonance with Morris’ and Hiebert’s (2011) suggestion; that lesson study is a system that can generate instructional products that are sharable and open for improvement by other actors. The ‘instructional product’ from learning study is a theoretical description of the object of learning, how it is constituted and can be taught. In the learning study reported, three teachers worked in collaboration to identify the critical aspects for realizing the existence of negative numbers. The critical aspects emerged and were successively specified in the process and as a result of a thorough analysis of data on pupils’ learning and the lessons. 

Abstract [pt]

O objetivo do artigo é demonstrar como um estudo de aula informado pela teoria pode ser uma forma de investigação baseada em prática onde o conhecimento é gerado dentro do processo das ações dos professores. O estudo de aprendizagem compartilha caraterísticas com o estudo de aula, como o processo iterativo, a abordagem centrada no professor e a atenção à aprendizagem do aluno, mas é guiada por um quadro teórico. A teoria dominante tem sido a teoria da variação. No estudo de aprendizagem, o foco é o objeto de aprendizagem e o que deve ser aprendido para a apropriação do tornar o objeto de aprendizagem. Um estudo de aprendizagem sobre aprendizagem e ensino de números negativos aos jovens alunos (idade 8-9 anos) num contexto sueco é usado como exemplo. A nossa proposta está em ressonância com a sugestão de Morris e Hiebert (2011) de que o estudo de aula é um sistema que pode gerar produtos de ensino que são compartilháveis e abertos para melhoria por outros atores. O ‘produto de ensino’ do estudo de aprendizagem é uma descrição teórica do objeto de aprendizagem, como é constituído e pode ser ensinado. No estudo de aprendizagem relatado, três professores trabalharam em colaboração para identificar os aspetos críticos para perceber a existência de números negativos. Os aspetos críticos emergiram e foram sucessivamente especificados no processo e como resultado de uma análise de dados minuciosa dos sobre a aprendizagem dos alunos e as aulas.

Place, publisher, year, edition, pages
Associacao de Professores de Matematica, 2017
Keywords
Lesson study, learning study, practice-based research, theory and practice, teacher professional development, teacher collaboration, negative numbers, variation theory, Estudo da lição, estudo de aprendizagem, baseada em práticas de pesquisa, colaboração de professor de teoria e prática, o desenvolvimento profissional do professor, números negativos, teoria da variação
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-38348 (URN)
Available from: 2018-01-04 Created: 2018-01-04 Last updated: 2018-01-04Bibliographically approved
Runesson, U. (2017). Variationsteori som redskap för att analysera lärande och designa undervisning. In: Ingrid Carlgren (Ed.), Undervisningsutvecklande forskning: exemplet learning study (pp. 45-60). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Variationsteori som redskap för att analysera lärande och designa undervisning
2017 (Swedish)In: Undervisningsutvecklande forskning: exemplet learning study / [ed] Ingrid Carlgren, Malmö: Gleerups Utbildning AB, 2017, p. 45-60Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2017
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-37837 (URN)978-91-40-69588-8 (ISBN)
Available from: 2017-11-07 Created: 2017-11-07 Last updated: 2018-01-04Bibliographically approved
Kullberg, A., Runesson, U. & Marton, F. (2017). What is made possible to learn when using the variation theory of learning in teaching mathematics?. ZDM - the International Journal on Mathematics Education, 49(4), 559-569
Open this publication in new window or tab >>What is made possible to learn when using the variation theory of learning in teaching mathematics?
2017 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 49, no 4, p. 559-569Article in journal (Refereed) Published
Abstract [en]

The variation theory of learning emphasizes variation as a necessary condition for learners to be able to discern new aspects of an object of learning. In a substantial number of studies, the theory has been used to analyze teaching and students’ learning in classrooms. In mathematics education, variation theory has also been used to explore variation in sets of instructional examples. For example, it has been reported how teachers, by using variation and invariance within and between examples, can help learners to engage with mathematical structure. In this paper, we describe the variation theory of learning, its underlying principles, and how it might be appropriated by teachers. We illustrate this by an analysis of one teacher’s teaching before and after he participated in three lesson studies based on variation theory. Both the theory and the empirical illustration focus on ‘what is made possible to learn’ in different learning situations. We show that in the two analyzed lessons, different things were made possible to learn.

Place, publisher, year, edition, pages
Springer, 2017
Keywords
Variation theory, Teaching, Mathematics, Algebra, Learning study, Lesson study, Teacher collaboration
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-35499 (URN)10.1007/s11858-017-0858-4 (DOI)000406286900007 ()2-s2.0-85025477149 (Scopus ID)
Available from: 2017-05-12 Created: 2017-05-12 Last updated: 2017-11-07Bibliographically approved
Runesson, U., Löfström, A. & Hellqvist, B. (2016). Beyond the border of the context: How ‘generalizable’ are results from Learning study?. In: : . Paper presented at The World Association for Lesson Study, Exeter, 3-6 September, 2016..
Open this publication in new window or tab >>Beyond the border of the context: How ‘generalizable’ are results from Learning study?
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-34349 (URN)
Conference
The World Association for Lesson Study, Exeter, 3-6 September, 2016.
Note

Invited paper presented at TSGW 50.

Available from: 2016-12-16 Created: 2016-12-16 Last updated: 2017-11-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7556-7974

Search in DiVA

Show all publications