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Publications (10 of 39) Show all publications
Palmér, H. & Johansson, M. (2018). Combining entrepreneurship and mathematics in primary school: what happens?. Education Inquiry, 9(4), 331-346
Open this publication in new window or tab >>Combining entrepreneurship and mathematics in primary school: what happens?
2018 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 9, no 4, p. 331-346Article in journal (Refereed) Published
Abstract [en]

This article reports on an educational design research study exploring the potential of combining entrepreneurship and mathematics – two of the key competencies stressed as important in a society of lifelong learning. The aim of the study was to explore what happens when entrepreneurship is integrated into mathematics lessons. Eight Swedish primary schools were involved in the iterative design wherein researchers and teachers together planned, implemented, and evaluated lessons. The results indicate that combining entrepreneurial and mathematical competencies may produce a win-win situation. Entrepreneurial competencies can be of value when students are learning mathematics, and at the same time mathematics teaching can be organised so that students develop both mathematical and entrepreneurial competencies.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-68367 (URN)10.1080/20004508.2018.1461497 (DOI)2-s2.0-85057160084 (Scopus ID)
Note

Validerad;2018;Nivå 1;2018-12-05 (svasva)

Available from: 2018-04-16 Created: 2018-04-16 Last updated: 2019-01-31Bibliographically approved
Fosse, T., Johansson, M., Hope Lossius, M., Wagner, A. & Wernberg, A. (2018). Stories Neglected About Children’s Mathematics Learning in Play. In: Christiane Benz, Anna S. Steinweg, Hedwig Gasteiger, Priska Schöner, Helene Vollmuth, Johanna Zöllner. (Ed.), Mathematics Education in the Early Years: Results from the POEM3 Conference, 2016 (pp. 93-108). Cham: Springer
Open this publication in new window or tab >>Stories Neglected About Children’s Mathematics Learning in Play
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2018 (English)In: Mathematics Education in the Early Years: Results from the POEM3 Conference, 2016 / [ed] Christiane Benz, Anna S. Steinweg, Hedwig Gasteiger, Priska Schöner, Helene Vollmuth, Johanna Zöllner., Cham: Springer, 2018, p. 93-108Chapter in book (Refereed)
Abstract [en]

In this paper we describe stories of mathematics learning in play that are often neglected in this era of schoolification and discussions of what counts as learning in early childhood. Drawing on theories of early childhood teaching and learning that emphasize the importance of teachers’ (a) content knowledge, pedagogical content knowledge, and knowledge of children’s development, (b) action competencies, and (c) attitudes and beliefs, we explore three stories of child-teacher interactions in play. We found that, despite different political and public perceptions of what counts as learning in three different countries, preschool teachers evidenced competencies in similar ways – each illustrating a neglected story of children’s mathematics learning.

Place, publisher, year, edition, pages
Cham: Springer, 2018
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-70306 (URN)10.1007/978-3-319-78220-1_5 (DOI)978-3-319-78219-5 (ISBN)978-3-319-78220-1 (ISBN)
Available from: 2018-08-09 Created: 2018-08-09 Last updated: 2018-08-09Bibliographically approved
Tossavainen, T., Johansson, M., Faarinen, E.-C., Klisinska, A. & Tossavainen, A. (2018). Swedish Primary and Preprimary Student Teachers' Views Of Using Digital Tools in Preprimary Mathematics Education. Journal of Technology and Information Education, 10(2), 16-23
Open this publication in new window or tab >>Swedish Primary and Preprimary Student Teachers' Views Of Using Digital Tools in Preprimary Mathematics Education
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2018 (English)In: Journal of Technology and Information Education, ISSN 1803-537X, Vol. 10, no 2, p. 16-23Article in journal (Refereed) Published
Abstract [en]

Our study surveys Swedish primary and preprimary student teachers' (n=94) views of content and methods of mathematics education in preschool and, especially, of using digital tools in preprimary mathematics education. The views related to digital tools turned out to be clearly positive in general. Students who are strongly for using digital tools are also more sure in saying that mathematics education in preschool should be fun. However, they agree less with the claims such as mathematics lessons should be structured, or that the responsibility for the mathematics education of small children belongs mainly to their parents. Those students who were quite strongly for using digital tools agreed less with the claim that mathematics is one of the most important areas of preprimary education. The willingness to take responsibility for children's mathematical education from the parents was the most significant single factor to explain the participants' opinions about using digital tools.

Keywords
a digital tool, ICT, mathematics education, preprimary, primary, view.
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-70617 (URN)10.5507/jtie.2018.007 (DOI)
Available from: 2018-08-28 Created: 2018-08-28 Last updated: 2019-04-12Bibliographically approved
Palmér, H., Johansson, M. L. & Karlsson, L. (2018). Teaching for entrepreneurial and mathematical competences: teachers stepping out of their comfort zone (ed.). In: (Ed.), Hanna Palmér, Jeppe Skott (Ed.), Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference. Paper presented at 22nd MAVI Conference, Linnaeus University, Växjö, Sweden, 11-13 September 2017 (pp. 13-23). Cham
Open this publication in new window or tab >>Teaching for entrepreneurial and mathematical competences: teachers stepping out of their comfort zone
2018 (English)In: Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference / [ed] Hanna Palmér, Jeppe Skott, Cham, 2018, p. 13-23Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports on an educational design research study exploring the potential in combining the teaching of entrepreneurial and mathematical competences in Swedish primary schools. The focus in this paper, however, is not on the wholeness of this study but on changes in the teacher role when entrepreneurial and mathematical competences are to be combined in teaching – as expressed by the teachers themselves. Two of these expressed changes are “saying less” and “daring to let go of control”. In the paper, these two changes are explored in relation to how they seem to influence these teachers’ teaching of mathematics, and some implications are drawn regarding how their students’ possibilities to learn mathematics may have been influenced.

Place, publisher, year, edition, pages
Cham: , 2018
National Category
Mathematical Analysis Pedagogy Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-31684 (URN)10.1007/978-3-319-70244-5_2 (DOI)5f0d3b09-3149-44c4-afad-4a9ac770d52d (Local ID)978-3-319-70243-8 (ISBN)978-3-319-70244-5 (ISBN)5f0d3b09-3149-44c4-afad-4a9ac770d52d (Archive number)5f0d3b09-3149-44c4-afad-4a9ac770d52d (OAI)
Conference
22nd MAVI Conference, Linnaeus University, Växjö, Sweden, 11-13 September 2017
Note

Upprättat; 2016; 20160823 (marijo)

Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2018-04-25Bibliographically approved
Helenius, O., Johansson, M., Lange, T., Meaney, T. & Wernberg, A. (2016). Intruction (ed.). In: (Ed.), Tamsin Meaney; Ola Helenius; Maria L. Johansson; Troels Lange; Anna Wernberg (Ed.), Mathematics Education in the Early Years: Results from the POEM2 Conference, 2014. Paper presented at A Mathematics Education Perspective : Perspective on early Mathematics Learning between the Poles of Instruction and Construction 16/06/2014 - 17/06/2014 (pp. 3-17). : Encyclopedia of Global Archaeology/Springer Verlag
Open this publication in new window or tab >>Intruction
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2016 (English)In: Mathematics Education in the Early Years: Results from the POEM2 Conference, 2014 / [ed] Tamsin Meaney; Ola Helenius; Maria L. Johansson; Troels Lange; Anna Wernberg, Encyclopedia of Global Archaeology/Springer Verlag, 2016, p. 3-17Conference paper, Published paper (Other academic)
Abstract [en]

One of Bishop’s six mathematical activities is playing which includes modelling, hypothetical thinking and abstraction. These can be in young children’s play, but do they by their presence make this play mathematical? In this chapter, we explore this question by first defining play and then comparing its features with what is known about mathematicians’ academic play and how mathematics education researchers have described young children’s play. From this theoretical discussion, we discuss the features of play, which can enable it to be described as mathematical. We use these features to analyse a small episode of children playing to discuss if and how their play could be considered to be mathematical

Place, publisher, year, edition, pages
Encyclopedia of Global Archaeology/Springer Verlag, 2016
National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-37155 (URN)10.1007/978-3-319-23935-4_1 (DOI)b14e6aa9-419c-43ce-9e77-0869be7f6f64 (Local ID)978-3-319-23933-0 (ISBN)978-3-319-23935-4 (ISBN)b14e6aa9-419c-43ce-9e77-0869be7f6f64 (Archive number)b14e6aa9-419c-43ce-9e77-0869be7f6f64 (OAI)
Conference
A Mathematics Education Perspective : Perspective on early Mathematics Learning between the Poles of Instruction and Construction 16/06/2014 - 17/06/2014
Note
Godkänd; 2016; 20160127 (andbra)Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2018-02-15Bibliographically approved
Helenius, O., Johansson, M., Lange, T., Meaney, T. & Wernberg, A. (2016). Matematikdidaktik i förskolan: Att utveckla lekfulla matematiska barn (ed.). Paper presented at . Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Matematikdidaktik i förskolan: Att utveckla lekfulla matematiska barn
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2016 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016. p. 156
National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-16398 (URN)0d8c4b05-5de5-4e0d-9802-0ffb70164881 (Local ID)9789140691316 (ISBN)0d8c4b05-5de5-4e0d-9802-0ffb70164881 (Archive number)0d8c4b05-5de5-4e0d-9802-0ffb70164881 (OAI)
Note
Godkänd; 2016; 20160823 (marijo)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-02-15Bibliographically approved
Helenius, O., Johansson, M., Lange, T., Meaney, T., Riesbeck, E. & Wernberg, A. (Eds.). (2016). Mathematics Education in the Early Years: Results from the POEM2 Conference, 2014 (ed.). Paper presented at . : Encyclopedia of Global Archaeology/Springer Verlag
Open this publication in new window or tab >>Mathematics Education in the Early Years: Results from the POEM2 Conference, 2014
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2016 (English)Collection (editor) (Refereed)
Abstract [en]

One of Bishop’s six mathematical activities is playing which includes modelling, hypothetical thinking and abstraction. These can be in young children’s play, but do they by their presence make this play mathematical? In this chapter, we explore this question by first defining play and then comparing its features with what is known about mathematicians’ academic play and how mathematics education researchers have described young children’s play. From this theoretical discussion, we discuss the features of play, which can enable it to be described as mathematical. We use these features to analyse a small episode of children playing to discuss if and how their play could be considered to be mathematical

Place, publisher, year, edition, pages
Encyclopedia of Global Archaeology/Springer Verlag, 2016. p. 443
National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-21592 (URN)10.1007/978-3-319-23935-4 (DOI)36c6e1e5-333e-4748-8694-680c72dd0906 (Local ID)978-3-319-23933-0 (ISBN)978-3-319-23935-4 (ISBN)36c6e1e5-333e-4748-8694-680c72dd0906 (Archive number)36c6e1e5-333e-4748-8694-680c72dd0906 (OAI)
Note
Godkänd; 2016; 20160127 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-02-15Bibliographically approved
Helenius, O., Johansson, M., Lange, T., Meaney, T. & Wernberg, A. (2016). Measuring temperature within the didaktic space of preschool (ed.). NOMAD Nordic studies in mathematics education, 21(4), 155-176
Open this publication in new window or tab >>Measuring temperature within the didaktic space of preschool
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2016 (English)In: NOMAD Nordic studies in mathematics education, Vol. 21, no 4, p. 155-176Article in journal (Refereed) Published
Abstract [en]

The informal character of preschool mathematics, engaged in during children’s play, places complex requirements on preschool teachers. It also leads to challenges in developing appropriate analytical tools for researching teacher work. In this paper a framework, the ”didaktic space”, is described and used to analyse interactions between preschool teachers and children in relationship to mathematical learning situations. An interaction between a preschool teacher and a group of children about how to compare their temperatures is analysed, using this framework. The analysis focuses on how the teacher’s contributions as well as those of the children changed as the role of the mathematics changed. The paper discusses how the didaktic space offers a nuanced understanding of preschool mathematical situations, both to researchers and to teachers.

National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-13042 (URN)c33fd802-9bda-4300-a7d6-81b3204e2784 (Local ID)c33fd802-9bda-4300-a7d6-81b3204e2784 (Archive number)c33fd802-9bda-4300-a7d6-81b3204e2784 (OAI)
Note

Konferensartikel i tidskrift

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-02-15Bibliographically approved
Helenius, O., Johansson, M., Lange, T., Meaney, T., Riesbeck, E. & Wernberg, A. (2016). When Is Young Children’s Play Mathematical? (ed.). In: (Ed.), Tamsin Meaney; Ola Helenius; Maria L. Johansson; Troels Lange; Anna Wernberg (Ed.), Mathematics Education in the Early Years: Results from the POEM2 Conference, 2014. Paper presented at A Mathematics Education Perspective : Perspective on early Mathematics Learning between the Poles of Instruction and Construction 16/06/2014 - 17/06/2014 (pp. 139-156). : Encyclopedia of Global Archaeology/Springer Verlag
Open this publication in new window or tab >>When Is Young Children’s Play Mathematical?
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2016 (English)In: Mathematics Education in the Early Years: Results from the POEM2 Conference, 2014 / [ed] Tamsin Meaney; Ola Helenius; Maria L. Johansson; Troels Lange; Anna Wernberg, Encyclopedia of Global Archaeology/Springer Verlag, 2016, p. 139-156Conference paper, Published paper (Refereed)
Abstract [en]

One of Bishop’s six mathematical activities is playing which includes modelling, hypothetical thinking and abstraction. These can be in young children’s play, but do they by their presence make this play mathematical? In this chapter, we explore this question by first defining play and then comparing its features with what is known about mathematicians’ academic play and how mathematics education researchers have described young children’s play. From this theoretical discussion, we discuss the features of play, which can enable it to be described as mathematical. We use these features to analyse a small episode of children playing to discuss if and how their play could be considered to be mathematical

Place, publisher, year, edition, pages
Encyclopedia of Global Archaeology/Springer Verlag, 2016
National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-30278 (URN)10.1007/978-3-319-23935-4_8 (DOI)409dc2f4-2fe7-45cf-af8c-ad0addedf6fa (Local ID)978-3-319-23933-0 (ISBN)978-3-319-23935-4 (ISBN)409dc2f4-2fe7-45cf-af8c-ad0addedf6fa (Archive number)409dc2f4-2fe7-45cf-af8c-ad0addedf6fa (OAI)
Conference
A Mathematics Education Perspective : Perspective on early Mathematics Learning between the Poles of Instruction and Construction 16/06/2014 - 17/06/2014
Note
Godkänd; 2016; 20160127 (andbra)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2018-02-15Bibliographically approved
Helenius, O., Johansson, M., Lange, T., Meaney, T. & Wernberg, A. (2015). Beginning early: mathematical exclusion (ed.). In: (Ed.), Swapna Mukhopadhyay; Brian Greer (Ed.), Proceedings of the Eight International Mathematics Education and Society Conference: Portland, Oregon, United States, 21st to 26th June 2015, MES8. Paper presented at International Mathematics Education and Society Conference : 21/06/2015 - 26/06/2015 (pp. 596-609). Portland: Portland State University, 2
Open this publication in new window or tab >>Beginning early: mathematical exclusion
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2015 (English)In: Proceedings of the Eight International Mathematics Education and Society Conference: Portland, Oregon, United States, 21st to 26th June 2015, MES8 / [ed] Swapna Mukhopadhyay; Brian Greer, Portland: Portland State University , 2015, Vol. 2, p. 596-609Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Portland: Portland State University, 2015
Series
Mathematics Education and Society, ISSN 2077-9933
National Category
Mathematical Analysis Pedagogy
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-30088 (URN)3cba2aaf-dcc0-4870-85df-9f1e06cf50d0 (Local ID)3cba2aaf-dcc0-4870-85df-9f1e06cf50d0 (Archive number)3cba2aaf-dcc0-4870-85df-9f1e06cf50d0 (OAI)
Conference
International Mathematics Education and Society Conference : 21/06/2015 - 26/06/2015
Note
Godkänd; 2015; 20141124 (marijo)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2018-02-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8058-3661

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