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Ekdahl, Anna-Lena
Publications (10 of 12) Show all publications
Ekdahl, A.-L. & Björklund, C. (2018). ”10-masken” och förskolebarns lärande i målstyrda processer. In: : . Paper presented at Matematikbiennalen, Karlstad, 25-26 januari, 2018.
Open this publication in new window or tab >>”10-masken” och förskolebarns lärande i målstyrda processer
2018 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
Abstract [sv]

I forskningsprojektet FASETT (VR-UVK 2014-1791) undersöker vi 5-åringars taluppfattning och aritmetikfärdigheter och möjligheterna att genom målorienterade processer stötta barn i att utveckla framgångsrika strategier för aritmetisk problemlösning. I två kommuner har vi tillsammans med förskollärare prövat ut aktiviteter i syfte att utveckla särskilda förmågor som förmodas vara nödvändiga för framgångsrik problemlösning i aritmetik, såsom att urskilja tals del-helhets-struktur, fingertal samt representationer av tal. Barnens (N= 65) taluppfattning och hur deras förskollärare arbetat med förmågorna på ett systematiskt sätt presenteras i föreläsningen, med tyngdpunkt på vad som görs möjligt att lära i aktiviteterna och effekter för barnens utveckling av talförståelse och aritmetikfärdigheter. Aktiviteter som prövats ut i projektet är teoretiskt grundade i Variationsteorin (Marton, 2015). I projektet uppmuntrar vi användning av fingrarna som redskap för att strukturera tal och operera med tal. Flera av aktiviteterna påminner om bekanta lekar och spel från förskolan, till exempel tärningsspel, ”10-masken” och enklare räknesagor. I föreläsningen presenterar vi en fördjupad analys av aktiviteten ”10-masken”, hur förskollärarna iscensatt aktiviteten på olika sätt och vilken betydelse det har haft för barnens lärandemöjligheter. ”10-masken” består av ett snöre med tio pärlor, där ett antal pärlor göms i handen och resten förblir synliga. Uppgiften är att ta reda på hur många pärlor som är gömda. Detta är inte en ny aktivitet i förskolan. Däremot, indikerar vår analys, spelar det roll hur en aktivitet med så många matematiska idéer introduceras och tas om hand av förskolläraren i mötet med barnen. Baserat på resultatet kan vi se att ”10-masken” erbjuder en potential av viktiga matematiska idéer, som är av stor pedagogisk betydelse för barns matematiklärande, men det spelar en avgörande roll hur förskolläraren gör i aktiviteten.

National Category
Didactics Mathematics
Identifiers
urn:nbn:se:hj:diva-42221 (URN)
Conference
Matematikbiennalen, Karlstad, 25-26 januari, 2018
Available from: 2018-12-06 Created: 2018-12-06 Last updated: 2018-12-06Bibliographically approved
Ekdahl, A.-L. (2018). Differences in pre-school teachers' ways of handling a part-part-whole activity. 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 >>Differences in pre-school teachers' ways of handling a part-part-whole activity
2018 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The data in this paper draws from an eight-month intervention study based on the idea that children need to discern the first ten natural numbers as relations of parts and whole to develop their arithmetic skills. In order to implement educational activities according to this conjecture, a group of Swedish preschool teachers worked closely with a research team, planning, enacting and analyzing activities. In this paper I describe how nine pre-school teachers, across 67 video-recorded films, handled one of these activities, called the ‘snake game’ with their groups of 5-year-old children. Using analysis based on variation theory, the results point to differences in the enactment of the ‘snakegame’ in terms of if and how the teachers foregrounded the structural aspects of numbers embedded in the activity.

National Category
Didactics Mathematics
Identifiers
urn:nbn:se:hj:diva-42218 (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. & Kullberg, A. (2018). Different learning possibilities in preschool mathematics from the same task. In: : . Paper presented at European Association for Research on Learning and Instruction (EARLI), SIG 9 Conference 2018, 16-18 September, 2018, Birmingham, UK.
Open this publication in new window or tab >>Different learning possibilities in preschool mathematics from the same task
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this paper one specific task in a series of tasks focusing on part-part-whole relations of the ten first natural numbers and finger patterns for structure number relations, is presented and discussed. The tasks were designed, planned and enacted in an intervention program conducted in Swedish preschool during an eight-month period. In the program nine preschool teachers worked in close collaboration with the research team in planning how to enact tasks with their 5-year-old children, in an iterative process. The specific task, called the ‘snake game’, consists of five or ten beads on a string, some of the beads where to be hidden and the children would find out the hidden part by using structured finger patterns. The task was designed in accordance with the variation theory assumptions that certain aspects need to be discerned as dimensions of variations. The aim of the paper is to examine which dimensions of variations that were opened up by the teachers and what was made possible for the children to learn from the enactment of the ‘snake game task’. The data set includes 67 video observations from the teacher’s enactment of the task. The results suggest that what seems to be a ‘non-complex task’ (five/ ten beads on a string) offers rich mathematical experiences and has potential to bring fore important aspects of numbers and number relations. However, depending on which dimensions of variations that were opened up reveals different learning possibilities.

National Category
Educational Sciences Mathematics
Identifiers
urn:nbn:se:hj:diva-42081 (URN)
Conference
European Association for Research on Learning and Instruction (EARLI), SIG 9 Conference 2018, 16-18 September, 2018, Birmingham, UK
Available from: 2018-11-20 Created: 2018-11-20 Last updated: 2019-02-21Bibliographically approved
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
Ekdahl, A.-L. & Lindgren, H. (2018). Gemensamt fokus på förskolebarns taluppfattning och aritmetiska förmågor: Ett samverkansprojekt där teori och praktik flätas samman. In: : . Paper presented at Forskningsbaserad undervisning - Teori och praktik i samverkan, Högskolan för lärande och kommunikation och Jönköpings kommun, 13 november, Jönköping..
Open this publication in new window or tab >>Gemensamt fokus på förskolebarns taluppfattning och aritmetiska förmågor: Ett samverkansprojekt där teori och praktik flätas samman
2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

I forskningsprojektet FASETT[1] flätas teori och praktik samman. Projektet syftar till att generera kunskap om barns tidiga taluppfattning, utifrån delvis andra perspektiv än de dominerande inom fältet, och se hur en pedagogisk verksamhet i samverkan med forskare kan bidra till barns utveckling av aritmetikfärdigheter.

I projektet arbetade nio förskollärare och 65 femåringar på fem förskolenheter i ett tätt samarbete med en grupp forskare under en åttamånadersperiod. Deltagarna träffades kontinuerligt, diskuterade och fördjupade sig i aritmetiken med fokus på aktiviteter gällande de tio första talens del-del-helhetsrelationer. Aktiviteterna var till viss del välkända, men bearbetade utifrån tidigare forskningsresultat och variationsteorin (Neuman, 1987; Marton, 2015). Utgångspunkten och reflektionerna vid gruppträffarna var intervjuer av barnens olika sätt att uppfatta tal och lösa enklare aritmetikproblem samt lärarnas iscensättande av de planerade aktiviteterna. Genom att gemensamt diskutera de filmade aktiviteterna kunde aktiviteterna förfinas och förskollärarnas didaktik utvecklas för att möta barnens behov. 

Pågående analyser visar att designen av projektet möjliggjort för förskollärare och forskare att i kollaboration implementera ett alternativt teoretiskt underbyggt sätt att utveckla barns taluppfattning och förmåga att   lösa enklare aritmetikproblem genom att exempelvis använda sig av fingrarna som redskap för att strukturera talrelationer och inte enbart räkna ’ett till ett’.

Analysen av de barnintervjuer som gjordes innan aktiviteterna introduceras och de barnintervjuer som gjordes efter forskningsprojektets slut visar att förskollärarnas målorienterade processer med största sannolikhet haft effekter på barnens aritmetiska förmågor. De preliminära resultaten indikerar att valet av att fokusera på ett fåtal aktiviteter möjliggjorde för en djupare reflektion kring teoretiska antaganden och vad barn behöver få syn på för att lära sig om tal och talrelationer.

[1] ”Förmågan Att Sinnligt Erfara de Tio första Talen som nödvändig grund för aritmetiska färdigheter”, finansierat av Vetenskapsrådet 2015-2018

National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-42093 (URN)
Conference
Forskningsbaserad undervisning - Teori och praktik i samverkan, Högskolan för lärande och kommunikation och Jönköpings kommun, 13 november, Jönköping.
Available from: 2018-11-20 Created: 2018-11-20 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
Ekdahl, A.-L., Venkat, H. & Runesson, U. (2016). Coding teaching for simultaneity and connections: Examining teachers’ part-whole additive relations instruction. Educational Studies in Mathematics, 93(3), 293-313
Open this publication in new window or tab >>Coding teaching for simultaneity and connections: Examining teachers’ part-whole additive relations instruction
2016 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 93, no 3, p. 293-313Article in journal (Refereed) Published
Abstract [en]

In this article, we present a coding framework based on simultaneity and connections. The coding focuses on microlevel attention to three aspects of simultaneity and connections: between representations, within examples, and between examples. Criteria for coding that we viewed as mathematically important within part-whole additive relations instruction were developed. Teachers’ use of multiple representations within an example, attention to part-whole relations within examples, and relations between multiple examples were identified, with teachers’ linking actions in speech or gestures pointing to connections between these. In this article, the coding framework is detailed and exemplified in the context of a structural approach to part-whole teaching in six South African grade 3 lessons. The coding framework enabled us to see fine-grained differences in teachers’ handling of part-whole relations related to simultaneity of, and connections between, representations and examples as well as within examples. We went on to explore the associations between the simultaneity and connections seen through the coding framework in sections of teaching and students’ responses on worksheets following each teaching section.

Keywords
Additive relations, Coding framework, Connections, Primary mathematics, Simultaneity, South Africa, Variation theory
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-31993 (URN)10.1007/s10649-016-9700-0 (DOI)2-s2.0-84965019191 (Scopus ID)HLKSkolnäraIS (Local ID)HLKSkolnäraIS (Archive number)HLKSkolnäraIS (OAI)
Available from: 2016-10-17 Created: 2016-10-17 Last updated: 2017-11-29Bibliographically approved
Ekdahl, A.-L. & Runesson, U. (2015). Teachers’ responses to incorrect answers on missing number problems in South Africa. In: Xuhua Sun, Berinderjeet Kaur and Jarmila Novotná (Ed.), The twenty-third ICMI Study: Primary mathematics study on whole numbers: Proceedings. Paper presented at Primary Mathematics Study on Whole Numbers, June 3-7, 2015, Macau, China (pp. 431-439).
Open this publication in new window or tab >>Teachers’ responses to incorrect answers on missing number problems in South Africa
2015 (English)In: The twenty-third ICMI Study: Primary mathematics study on whole numbers: Proceedings / [ed] Xuhua Sun, Berinderjeet Kaur and Jarmila Novotná, 2015, p. 431-439Conference paper, Published paper (Refereed)
Abstract [en]

This paper examines differences in how three Grade 3 South African teachers responded to students’ incorrect answers in whole class teaching of the part-whole relationship in additive missing number problems. Nine video recorded lessons, taught by three teachers, were analysed, with attention paid to teaching episodes containing incorrect students’ answers. The variation theoretical analyses indicated differences in the ways teachers responded to incorrect answers. We argue that different ways of responding to incorrect answers may provide different learning possibilities.

Keywords
addition and subtraction, incorrect answers, part-whole relationship, primary mathematics, South Africa, variation theory
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-35178 (URN)
Conference
Primary Mathematics Study on Whole Numbers, June 3-7, 2015, Macau, China
Available from: 2017-03-09 Created: 2017-03-09 Last updated: 2017-11-07Bibliographically approved
Venkat, H., Ekdahl, A.-L. & Runesson, U. (2014). Connections and Simultaneity: Analysing South African G3 Part-part-whole teaching. In: Cynthia Nicol, Susan Oesterle, Peter Liljedahl, Darien Allan (Ed.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36: . Paper presented at PME 38/PME-NA 36 Proceedings Conference of the International Group for the Psychology of Mathematics Education and the North American Chapter of the Psychology of Mathematics Education Vancouver, Canada, July 15-20, 2014 (pp. 337-344). , 5
Open this publication in new window or tab >>Connections and Simultaneity: Analysing South African G3 Part-part-whole teaching
2014 (English)In: Proceedings of the Joint Meeting of PME 38 and PME-NA 36 / [ed] Cynthia Nicol, Susan Oesterle, Peter Liljedahl, Darien Allan, 2014, Vol. 5, p. 337-344Conference paper, Published paper (Refereed)
Abstract [en]

In this paper analysis of Grade 3 mathematics teaching in South Africa shows evidence of associations between teaching and learning outcomes in an adapted learning study. The intervention dealt with partitioning and part-part-whole relations, taking a structural approach within tasks and representations. Our analysis of this teaching emphasizes simultaneity of examples, and connections within and across examples and representations. This analysis indicated differences in enactment of a jointly planned lesson that related to different patterns of learning outcomes between the three classes. Episodes of teaching containing work with representations marked by connections and simultaneity closed gaps in learning outcomes seen in the pre-test.

National Category
Mathematics
Identifiers
urn:nbn:se:hj:diva-25575 (URN)
Conference
PME 38/PME-NA 36 Proceedings Conference of the International Group for the Psychology of Mathematics Education and the North American Chapter of the Psychology of Mathematics Education Vancouver, Canada, July 15-20, 2014
Available from: 2015-01-12 Created: 2015-01-12 Last updated: 2018-12-06Bibliographically approved
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