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Eriksson, H., Björk, M., Eriksson, I., Pettersson Berggren, G. & Wettergren, S. (2024). Expanding a task on base four to base ten in a collaboration between researchers and teachers. In: C. K. Skott; M. Blomhøj; A. Eckert; R. Elicer; R. Herheim; B. Kristinsdóttir; D. M. Larsen; G. A. Nortvedt; P. Nyström; J. Ö. Sigurjónsson; A. L. Tamborg (Ed.), Interplay between research and teaching practice in mathematics education: Proceedings of NORMA24 The tenth Nordic Conference on Mathematics Education Copenhagen, 2024. Paper presented at The Tenth Nordic Conference on Research in Mathematics Education (NORMA24), Copenhagen, Denmark, 4-7 June, 2024 (pp. 128-135). Göteborg: Svensk Förening för MatematikDidaktisk Forskning
Open this publication in new window or tab >>Expanding a task on base four to base ten in a collaboration between researchers and teachers
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2024 (English)In: Interplay between research and teaching practice in mathematics education: Proceedings of NORMA24 The tenth Nordic Conference on Mathematics Education Copenhagen, 2024 / [ed] C. K. Skott; M. Blomhøj; A. Eckert; R. Elicer; R. Herheim; B. Kristinsdóttir; D. M. Larsen; G. A. Nortvedt; P. Nyström; J. Ö. Sigurjónsson; A. L. Tamborg, Göteborg: Svensk Förening för MatematikDidaktisk Forskning , 2024, p. 128-135Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, we focus on the expansion of a task developed in one educational context and moved into another educational context. The working process was conducted as a collaboration within a research team consisting of researchers and teachers. The aim of this paper is to describe how a task designed for students to work in base four, was collaboratively expanded into a task that deals with both base four and base ten. The overarching idea is the importance of early exposure to the structural aspects of the positional system and to advocate for exploring different bases to enhance learning. The theoretical framework of the project is based on learning activity, inspired by the El’konin and Davydov mathematics curriculum. The paper includes an analysis of the task staged in a Swedish classroom, highlighting collaborative design work, task features, and outcomes. The results indicate challenges and insights in students’ understanding of base ten as one of many possible base numbers.

Place, publisher, year, edition, pages
Göteborg: Svensk Förening för MatematikDidaktisk Forskning, 2024
Series
Skrifter från Svensk förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 19
Keywords
Design study, number base system, positional system, learning activity
National Category
Didactics
Research subject
Mathematics Education
Identifiers
urn:nbn:se:su:diva-241505 (URN)978-91-984024-8-3 (ISBN)
Conference
The Tenth Nordic Conference on Research in Mathematics Education (NORMA24), Copenhagen, Denmark, 4-7 June, 2024
Projects
Problemsituationer, lärandemodeller och undervisningsstrategier – PLUS
Funder
Swedish Institute for Educational Research, 2021-00006
Available from: 2025-04-01 Created: 2025-04-01 Last updated: 2025-04-07Bibliographically approved
Eriksson, I., Fred, J., Nordin, A.-K., Nyman, M. & Wettergren, S. (2024). “Learning models” as a means of materialising algebraic thinking in joint actions: results from a design study in grades 1 and 5 in Sweden. In: Aleksander Veraksa; Yulia Solovieva (Ed.), Learning mathematics by cultural-historical theory implementation: Understanding Vygotsky’s approach (pp. 259-279). Springer
Open this publication in new window or tab >>“Learning models” as a means of materialising algebraic thinking in joint actions: results from a design study in grades 1 and 5 in Sweden
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2024 (English)In: Learning mathematics by cultural-historical theory implementation: Understanding Vygotsky’s approach / [ed] Aleksander Veraksa; Yulia Solovieva, Springer, 2024, p. 259-279Chapter in book (Refereed)
Abstract [en]

The aim of this chapter, which draws upon data from a design researchproject based on Davydov’s principles of learning activity, is to exemplify the func-tions learning models can have in visualising students’ algebraic thinking whenthey collectively discuss algebraic expressions. The data are comprised of video-taped research lessons in grades 1 and 5, respectively. The analysis indicates that thelearning models enhanced the students’ joint exploration of the idea behind algebraicexpressions and thus materialised their algebraic thinking in the whole-class discus-sions in three ways: (1) materialising an argument, (2) materialising a problem, and(3) materialising a collective memory.

Place, publisher, year, edition, pages
Springer, 2024
Series
Early Childhood Research and Education: An Inter-theoretical Focus, ISSN 2946-6091 ; 7
Keywords
Algebraic thinking, learning activity, El'konin-DAvydov curriculum, whole-class discussions
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-233805 (URN)10.1007/978-3-031-66894-4_15 (DOI)978-3-031-66893-7 (ISBN)978-3-031-66894-4 (ISBN)
Projects
Förmågan att föra och följa algebraiska resonemang - utmaningar för grund- och gymnasieskolan
Funder
Swedish Institute for Educational Research, 2017-2019
Available from: 2024-09-26 Created: 2024-09-26 Last updated: 2024-09-26Bibliographically approved
Eriksson, I., Björnhammer, S. & Jägerskog, A.-S. (2024). Undervisningsutmaningar: som en guldgruva för lärardriven didaktisk skolutveckling, F-6. Natur och kultur
Open this publication in new window or tab >>Undervisningsutmaningar: som en guldgruva för lärardriven didaktisk skolutveckling, F-6
2024 (Swedish)Book (Other academic)
Abstract [sv]

Vad är svårt att få våra elever att lära sig? Varför? Hur kan vår undervisning utvecklas för att möta behoven? Med vardagliga undervisningsutmaningar som grund för det kollegiala utvecklingsarbetet finns stor potential att stärka den gemensamma kunskapsbasen i ett meningsfullt systematiskt kvalitetsarbete. Författarna erbjuder här tankesätt, konkreta redskap och en stegvis arbetsgång för att systematiskt ringa in och ta sig an de ämnesdidaktiska undervisningsutmaningar som uppstår i klassrummen. I boken lyfts vikten av att lärare tillsammans identifierar de ämnesdidaktiska utmaningarna och utifrån dessa finner vägar att vässa undervisningen. Det handlar om att ta avstamp i befintlig kunskap och erfarenhet i ett utvecklingsarbete som både kan dra nytta av och utgöra utgångspunkt för ny ämnesdidaktisk forskning. Den här boken vänder sig till praktiserande eller studerande lärare och rektorer i F-6 som vill bidra med ett granskande förhållningssätt till den egna praktiken. Den kan med fördel köpas in av en hel skola för att främja det gemensamma lärandet i en skolutveckling som gör skillnad. 

Place, publisher, year, edition, pages
Natur och kultur, 2024. p. 130
Keywords
Undervisningsutmaningar, lärardriven ämnesdidaktisk undervissningsutveckling
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-228674 (URN)978-91-27-46521-3 (ISBN)
Available from: 2024-04-24 Created: 2024-04-24 Last updated: 2024-04-24Bibliographically approved
Wettergren, S. & Eriksson, I. (2024). Undervisningsutvecklande forskning för relevant professionskunskap om algrebraiskt tänkande. In: Skolforskningsinstitutet (Ed.), Praktiknära skolforskning: – resultat och erfarenheter från nio forskningsprojekt (pp. 49-57). Stockholm: Skolforskningsinstitutet
Open this publication in new window or tab >>Undervisningsutvecklande forskning för relevant professionskunskap om algrebraiskt tänkande
2024 (Swedish)In: Praktiknära skolforskning: – resultat och erfarenheter från nio forskningsprojekt / [ed] Skolforskningsinstitutet, Stockholm: Skolforskningsinstitutet , 2024, p. 49-57Chapter in book (Other academic)
Abstract [sv]

Denna artikel bygger på resultat från ett undervisningsutvecklande forskningsprojekt rörande algebraiskt tänkande för grund- och gymnasieskolan. Frågor vi adresserar rör hur forskningsresultat av hög vetenskaplig kvalitet genereras, presenteras och kan prövas av såväl lärare som forskare. Vi diskuterar vad som kan räknas som relevanta forskningsresultat och användbara kunskapsprodukter för lärare.

Place, publisher, year, edition, pages
Stockholm: Skolforskningsinstitutet, 2024
Series
Skolforskningsinstitutet fördjupar ; 2024:01
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-228868 (URN)
Funder
Swedish Institute for Educational Research, 2016/151
Available from: 2024-05-02 Created: 2024-05-02 Last updated: 2024-05-08Bibliographically approved
Lindberg, V., Runesson Kempe, U. & Eriksson, I. (2023). Kunskapsprodukter för lärarprofessionen: skolforskningsinstitutets projekt 2016 och 2017. Forskning om undervisning och lärande, 11(3), 58-84
Open this publication in new window or tab >>Kunskapsprodukter för lärarprofessionen: skolforskningsinstitutets projekt 2016 och 2017
2023 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 11, no 3, p. 58-84Article in journal (Refereed) Published
Abstract [sv]

Syftet med denna artikel är att beskriva och diskutera vilka, för lärare, användbara ochrelevanta kunskapsprodukter som har genererats i 11 forskningsprojekt, finansieradeav Skolforskningsinstitutet och beviljade år 2016 och 2017. Forskningsfrågorna är: Vad iresultaten kan ses som kunskapsprodukter och vilken karaktär har dessa? På vilka sätt harlärare medverkat i processen att ta fram dessa kunskapsprodukter? Sammantaget har 55öppet tillgängliga granskade publikationer analyserats. Sex kvalitativt skilda kategorierav kunskapsprodukter har identifierats: 1) Kunnanden och förmågor, 2) Undervisnings- ochlektionsdesign, 3) Didaktiska exempel, 4) Redskap, 5) Processer och metaperspektiv och 6)Generella eller kontextuella förutsättningar. Graden av medverkan från lärares sida har varieratavsevärt; från en aktiv medverkan, där lärare och forskare samarbetar på likvärdigavillkor, till en låg grad, där lärare primärt fungerar som bollplank eller forskningsobjekt.

Abstract [en]

This article examines the knowledge products of relevance to the teaching professionfrom eleven research projects funded by the Swedish Institute for Educational Research.A total of 55 openly accessible reviewed publications have been analysed. The aim is todescribe and discuss which, for teachers, useful and relevant knowledge products thatthe research projects (granted 2016 and 2017) have yielded. The research questions are:What in the results can be interpreted as knowledge products and what is the characteristicof these? In what ways have teachers participated in the process of producingthese knowledge products? Six qualitatively different categories of knowledge productshave been identified as descriptions of: 1) Knowings and capabilities, 2) Teaching/lessondesign, 3) Didactical examples, 4) Tools, 5) Processes and meta-perspectives, and 6)General or contextual preconditions. The degree of involvement of teachers has variedconsiderably, ranging from a high degree of active involvement, where teachers andresearchers collaborate on equal terms, to a low degree of involvement where teachersprimarily act as informants.

Keywords
Kunskapsprodukter, Skolforskningsinstitutet, praktiknära forskning, lärarprofession, undervisningens utveckling
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:su:diva-222748 (URN)
Available from: 2023-10-17 Created: 2023-10-17 Last updated: 2024-07-04Bibliographically approved
Hansén, S.-E., Lavonen, J., Sjöberg, J., Aspfors, J., Wikman, T. & Eriksson, I. (2023). Tension patterns in Finnish teacher education: Recruitment, reform and relevance. In: Eyvind Elstad (Ed.), Teacher education in the Nordic region. Challenges and opportunities: Challenges and opportunities (pp. 159-174). Springer
Open this publication in new window or tab >>Tension patterns in Finnish teacher education: Recruitment, reform and relevance
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2023 (English)In: Teacher education in the Nordic region. Challenges and opportunities: Challenges and opportunities / [ed] Eyvind Elstad, Springer, 2023, p. 159-174Chapter in book (Refereed)
Abstract [en]

In this chapter, tension patterns and development opportunities withinFinnish teacher education are examined. We have chosen to focus the analysis onthe recruitment of student teachers, the relationship between theory and practice andmentorship for newly qualified teachers. Tension patterns and development oppor-tunities appear in all three phases, linking the content and form of teacher education.The analysis examines the overarching idea behind a recently introduced recruit-ment reform that was developed to let interviews play a larger role in the process.This was developed to address a situation in which an applicant applies to severaluniversities or programmes, but is interviewed only once. The relationship betweentheory and practice in teacher education remains problematic, despite the practiceschools’ favourable organizational conditions. New teachers still face challengeswhen entering the profession; mentoring programmes have been introduced toreduce these tensions.Like some other provinces in the Nordic countries, the self-governing ÅlandIslands have their own school system, which has both Finnish and Swedish traits, aswell as similar kinds of tensions. Despite the presented tensions, research-based teacher education continues to be an appropriate foundation for the continuingdevelopment of Finnish teacher education.

Place, publisher, year, edition, pages
Springer, 2023
Series
Evaluating Education: Normative Systems and Institutional Practices
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-215563 (URN)10.1007/978-3-031-26051-3_5 (DOI)978-3-031-26050-6 (ISBN)978-3-031-26051-3 (ISBN)
Available from: 2023-03-17 Created: 2023-03-17 Last updated: 2024-10-10Bibliographically approved
Lindberg, V. & Eriksson, I. (2023). Ämnesintegrering – epistemiska praktiker inom professionsutbildningar (1.1ed.). In: Maria Christidis; Nikolaos Christidis (Ed.), Ämnesintegrerad undervisning inom professionsutbildningar: (pp. 11-27). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Ämnesintegrering – epistemiska praktiker inom professionsutbildningar
2023 (Swedish)In: Ämnesintegrerad undervisning inom professionsutbildningar / [ed] Maria Christidis; Nikolaos Christidis, Malmö: Gleerups Utbildning AB, 2023, 1.1, p. 11-27Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2023 Edition: 1.1
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-219776 (URN)978-91-511-0946-6 (ISBN)
Available from: 2023-08-17 Created: 2023-08-17 Last updated: 2023-08-21Bibliographically approved
Eriksson, I., Eriksson, H., Nyman, M. & Wettergren, S. (2022). Challenges when implementing the Elkonin-Davydov curriculum in mathematics. In: L. Mattson; J. Häggström; M. Carlsen; C. Kilhamn; H. Palmér; M. Perez; K. Pettersson (Ed.), The relation between mathematics education research and teachers’ professional development: . Paper presented at MADIF 13: The thirteenth research seminar of the Swedish Society for Research in Mathematics Education, Växjö, Sweden, March 29-30, 2022 (pp. 121-124). Linköping: Svensk förening för matematikdidaktisk forskning (SMDF), 16
Open this publication in new window or tab >>Challenges when implementing the Elkonin-Davydov curriculum in mathematics
2022 (English)In: The relation between mathematics education research and teachers’ professional development / [ed] L. Mattson; J. Häggström; M. Carlsen; C. Kilhamn; H. Palmér; M. Perez; K. Pettersson, Linköping: Svensk förening för matematikdidaktisk forskning (SMDF) , 2022, Vol. 16, p. 121-124Conference paper, Published paper (Refereed)
Abstract [en]

Teachers interested in developing students’ possibilities to take part in joint discussions in problem-solving often have to deal with challenges regarding norms in the mathematics classrooms. Dominating classroom norms is a factor in mathematics teaching, be it of social or sociomathematical type. Here we address challenges in relation to norms experienced when attempting to create possibilities for mathematics learning, starting at a general and algebraical point rather than a specific and arithmetical one. We draw on two projects that explored the Elkonin-Davydov curriculum in Swedish classrooms. The results indicate that norms, of different kinds, are impedimental in different ways, when performing a theoretical work in mathematics teaching. 

Place, publisher, year, edition, pages
Linköping: Svensk förening för matematikdidaktisk forskning (SMDF), 2022
Series
Skrifter från Svensk förening för matematikdidaktisk forskning, ISSN 1651-3274 ; 16
National Category
Didactics
Research subject
Didactics; Mathematics Education
Identifiers
urn:nbn:se:su:diva-207293 (URN)
Conference
MADIF 13: The thirteenth research seminar of the Swedish Society for Research in Mathematics Education, Växjö, Sweden, March 29-30, 2022
Available from: 2022-07-11 Created: 2022-07-11 Last updated: 2022-08-15Bibliographically approved
Eriksson, I. & Tabachnikova, N. (2022). “Learning models”: Utilising young students’ algebraic thinking about equations. LUMAT: International Journal on Math, Science and Technology Education, 10(2), 215-238
Open this publication in new window or tab >>“Learning models”: Utilising young students’ algebraic thinking about equations
2022 (English)In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 10, no 2, p. 215-238Article in journal (Refereed) Published
Abstract [en]

The overarching aim of this article is to exemplify and analyse how some algebraic aspects of equations can be theoretically explored and reflected upon by young students in collaboration with their teacher. The article is based upon an empirical example from a case study in a grade 1 in a primary school. The chosen lesson is framed by the El’konin-Davydov curriculum (ED Curriculum) and learning activity theory in which the concept of a learning model is crucial. Of the 23 participating students, 12 were girls and 11 boys, approximately seven to eight years old. The analysis of data focuses on the use of learning models and reflective elaboration and discussions exploring algebraic structures of whole and parts. The findings indicate that it is possible to promote the youngest students’ algebraic understanding of equations through the collective and reflective use of learning models, and we conclude that the students had opportunity to develop algebraic thinking about equations as a result of their participation in the learning activity. 

Keywords
The El’konin-Davydov Curriculum, learning activity, learning models, algebraic thinking
National Category
Educational Sciences
Research subject
Educational Science
Identifiers
urn:nbn:se:su:diva-207563 (URN)10.31129/lumat.10.2.1681 (DOI)2-s2.0-85135235317 (Scopus ID)
Available from: 2022-07-27 Created: 2022-07-27 Last updated: 2024-04-25Bibliographically approved
Eriksson, I. & Öhman Sandberg, A. (2022). Praktikutvecklande forskning i samverkan – en inramning. In: Inger Eriksson; Ann Öhman Sandberg (Ed.), Praktikutvecklande forskning mellan skola och akademi: utmaningar och möjligheter vid samverkan (pp. 9-22). Lund: Nordic Academic Press
Open this publication in new window or tab >>Praktikutvecklande forskning i samverkan – en inramning
2022 (Swedish)In: Praktikutvecklande forskning mellan skola och akademi: utmaningar och möjligheter vid samverkan / [ed] Inger Eriksson; Ann Öhman Sandberg, Lund: Nordic Academic Press, 2022, p. 9-22Chapter in book (Other academic)
Abstract [sv]

Den här antologin tar sin utgångspunkt i begreppen utveckling, lärande och praktiknära forskning. Begreppen är centrala när det gäller forskning som genomförs i samverkan mellan skola och akademi. Vi vill diskutera och problematisera utmaningar och dilemman som kan uppstå i samverkan kring gemensamma forskningsprojekt. Det handlar om roller, etik och samverkansformer samt hur symmetri kan uppnås och ansvar fördelas, men antologin berör också utmaningar inom områden som utvecklingsarbete, kunskapsproduktion och kollegialt lärande.

Place, publisher, year, edition, pages
Lund: Nordic Academic Press, 2022
Keywords
Praktikutvecklande forskning, samverkan skola-lärosäte, ULF-avtal
National Category
Pedagogical Work
Research subject
Educational Science
Identifiers
urn:nbn:se:su:diva-202149 (URN)978-91-88909-84-8 (ISBN)
Available from: 2022-02-15 Created: 2022-02-15 Last updated: 2022-04-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0764-5728

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