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Runesson Kempe, UllaORCID iD iconorcid.org/0000-0001-7556-7974
Alternative names
Publications (10 of 70) Show all publications
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, 17-30 p.Chapter 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, 355-374 p.Chapter 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.

Keyword
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, 19-42 p.Article 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
Keyword
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, 45-60 p.Chapter 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, 559-569 p.Article 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
Keyword
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
Runesson Kempe, U. (2016). Learning study – en ämnesdidaktisk och praktikutvecklande forskningsansats. In: Elsie Anderberg (Ed.), Skolnära forskningsmetoder: (pp. 63-88). Lund: Studentlitteratur AB.
Open this publication in new window or tab >>Learning study – en ämnesdidaktisk och praktikutvecklande forskningsansats
2016 (Swedish)In: Skolnära forskningsmetoder / [ed] Elsie Anderberg, Lund: Studentlitteratur AB, 2016, 63-88 p.Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2016
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-31216 (URN)9789144110271 (ISBN)
Available from: 2016-08-10 Created: 2016-08-10 Last updated: 2017-11-07Bibliographically approved
Runesson, U. (2016). Learning study and the idea of variation and critical aspects of learning. In: : . Paper presented at TSGW 50, 13th International Congress on Mathematical Education, Hamburg, July 24-31, 2016.. .
Open this publication in new window or tab >>Learning study and the idea of variation and critical aspects of learning
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-34348 (URN)
Conference
TSGW 50, 13th International Congress on Mathematical Education, Hamburg, July 24-31, 2016.
Note

Invited paper presented at TSGW 50.

Available from: 2016-12-16 Created: 2016-12-16 Last updated: 2017-11-07Bibliographically approved
Runesson, U. (2016). Pedagogical and learning theories in lesson and learning studies – revisited. International Journal for Lesson and Learning Studies, 5(4), 295-299.
Open this publication in new window or tab >>Pedagogical and learning theories in lesson and learning studies – revisited
2016 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 5, no 4, 295-299 p.Article in journal (Refereed) Published
Abstract [en]

Purpose: The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in relation to lesson/learning study and mathematics teaching and learning.

Design/methodology/approach: The point of departure is the article: “Folding back and growing mathematical understanding: a longitudinal study of learning” (Martin and Towers, 2016) where it is demonstrated how Pirie and Kieren’s work (1994) and particularly the notion “folding-back” can be used as the theoretical framework in lesson/learning study. By dealing with similar arrangements and different theories, the two frameworks are contrasted.

Findings: It is suggested that the theory appropriated must be in resonance with the aim and focus of the study the theoretical perspective taken since it has implications for what becomes the focus of the process and subsequently the results of lesson/learning study.

Originality/value: This paper contributes to the discussion about how a more theory-informed lesson study and a broader theoretically framed learning study would improve and change the scope and progress of the two.

Keyword
Folding back, Improvement of lesson study, Learning study, Lesson study, Mathematics teaching and learning, Pedagogical and learning theories, Variation theory
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-32131 (URN)10.1108/IJLLS-07-2016-0017 (DOI)000388986100003 ()2-s2.0-84988874561 (Scopus ID)
Available from: 2016-10-28 Created: 2016-10-28 Last updated: 2017-11-29Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7556-7974

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