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Publications (10 of 16) Show all publications
Olsson, J., Larsson, M., Granberg, C., Persberg, A.-S., Salomonsson, L. & D'Arcy, D. (2024). Designing teaching for creative mathematical reasoning combinedwith retrieval practice. In: Johan Häggström, Cecilia Kilhamn, Linda Mattsson, Hanna Palmér, Miguel Perez, Kerstin Pettersson, Ann-Sofi Röj-Lindberg, Anna Teledahl (Ed.), Mediating mathematics: Proceedings of MADIF 14. Paper presented at The fourteenth research conference of the Swedish Society for Research in Mathematics Education Örebro, March 19–20, 2024 (pp. 25-36).
Open this publication in new window or tab >>Designing teaching for creative mathematical reasoning combinedwith retrieval practice
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2024 (English)In: Mediating mathematics: Proceedings of MADIF 14 / [ed] Johan Häggström, Cecilia Kilhamn, Linda Mattsson, Hanna Palmér, Miguel Perez, Kerstin Pettersson, Ann-Sofi Röj-Lindberg, Anna Teledahl, 2024, p. 25-36Conference paper, Published paper (Refereed)
Abstract [en]

The aim of the study was to explore teacher support to students’ mathematicalreasoning when they retrieve and use prior knowledge to learn new mathematicalcontent. Two lessons were designed, one with the purpose to engage students inretrieving prior knowledge of angles and shares, and the following to learn how toconstruct pie-charts. The teacher’s interactions with students were recorded and theresult showed that the teacher could support students’ reasoning by showing inte-rest in their thinking and asking challenging questions regarding clarification andjustification of their mathematical reasoning.

Series
Skrifter från Svensk Förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 18
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-67174 (URN)978-91-984024-7-6 (ISBN)
Conference
The fourteenth research conference of the Swedish Society for Research in Mathematics Education Örebro, March 19–20, 2024
Available from: 2024-06-05 Created: 2024-06-05 Last updated: 2024-06-10Bibliographically approved
Sert, O., Gynne, A. & Larsson, M. (2024). Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction. Classroom Discourse
Open this publication in new window or tab >>Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction
2024 (English)In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article presents a case study of a student-teacher’s change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her practicum in Sweden. We specifically focus on an interactional practice that can be observed in many classrooms: teachers’ use of (overt) negative evaluation (i.e. ‘No!’) that immediately follows learners’ incorrect answers. Using discursive timeline analysis (DTA), which is a combination of Conversation Analysis and Interactional Ethnography, we track the use of the focal interactional phenomenon across (1) video-recorded classroom interactions, (2) audio-recorded triadic post observation conferences, (3) student-teacher portfolios, and (4) interviews. We demonstrate that after getting video-based feedback with a video-tagging tool (i.e. VEO) and reflecting on her overuse of (overt) negative evaluation, the focal student-teacher avoids this interactional practice in her future teaching. As the analysis illustrates, this change of practice is possible thanks to data-led reflections and the evidence-based feedback that the student-teacher received. Our analysis therefore shows that reflection and feedback with a mobile video-tagging tool can facilitate increased awareness of classroom interactional practices. We argue that digitally enhanced, video-based reflections can promote teacher-learning in teacher education programmes and that using discursive timeline analysis can provide rich insights into these processes.

Keywords
KEYWORDS: Classroom interactionconversation analysis, discursive timeline analysis, reflection, technology use in teacher education
National Category
Didactics Pedagogy General Language Studies and Linguistics Interaction Technologies
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-66640 (URN)10.1080/19463014.2024.2337184 (DOI)001219035400001 ()2-s2.0-85192544376 (Scopus ID)
Projects
Digi-REFLECT
Available from: 2024-05-20 Created: 2024-05-20 Last updated: 2024-05-29Bibliographically approved
Gynne, A., Larsson, M. & Sert, O. (2022). Digitaliserad reflektion kring lärares agerande i klassrumsinteraktion. In: A. Nordin; M. Uljens (Ed.), Didaktikens språk – om skolundervisningens mål, innehåll och form: (pp. 171-180). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Digitaliserad reflektion kring lärares agerande i klassrumsinteraktion
2022 (Swedish)In: Didaktikens språk – om skolundervisningens mål, innehåll och form / [ed] A. Nordin; M. Uljens, Malmö: Gleerups Utbildning AB, 2022, p. 171-180Chapter in book (Other academic)
Abstract [sv]

I detta kapitel fokuserar vi på lärares professionella utveckling som en konsekvens av att 1) sesig själva på video när de undervisar och 2) tillsammans med erfarna lärare reflektera över hurde agerar i klassrumsinteraktion. Utgångspunkten i kapitlet är tanken att struktureradreflektion och återkoppling där digitala verktyg används som utgångspunkt för reflektionenhar potential att bidra till ett förändrat handlande hos lärare. Detta kan förstås som lärande irelation till lärares egen klassrumspraktik. Kapitlets kontext är blivande lärares klassrum inomverksamhetsförlagd utbildning (VFU), men dess innehåll går att knyta an till allaundervisningskontexter där lärare och elever interagerar med varandra och där reflektion är encentral del av lärares lärande.

Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2022
Keywords
reflection, klassrumsinteraktion, språk
National Category
Educational Sciences Didactics Pedagogical Work
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-60069 (URN)9789151105482 (ISBN)
Projects
DIGI-REFLECT
Available from: 2022-10-03 Created: 2022-10-03 Last updated: 2022-11-29Bibliographically approved
Sjölund, S., Lindvall, J., Larsson, M. & Ryve, A. (2022). Mapping roles in research-practice partnerships – a systematic literature review. Educational review (Birmingham)
Open this publication in new window or tab >>Mapping roles in research-practice partnerships – a systematic literature review
2022 (English)In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397Article in journal (Refereed) Epub ahead of print
Abstract [en]

There is an increasing movement in education towards closer collaboration between researchers and practitioners and research-practice partnerships (RPPs) are seen as one promising approach. However, some challenges still exist. To work in a new collaborative context such as RPPs, researchers and practitioners must adjust their roles in relation to each other. To better inform this movement, we conducted a systematic literature review of 80 articles investigating what roles researchers and practitioners are described to assume in RPPs. The results demonstrate eight different roles for researchers and practitioners, respectively, which reflect variations in both the main processes and tasks for school improvement in RPPs, as well as how these tasks are divided between the participants. Further, based on how tasks are distributed, the different roles provide varying opportunities to pursue a democratisation of evidence.

National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-57498 (URN)10.1080/00131911.2021.2023103 (DOI)000761356500001 ()2-s2.0-85125957337 (Scopus ID)
Available from: 2022-02-25 Created: 2022-02-25 Last updated: 2024-02-12Bibliographically approved
Larsson, M. (2022). Samverkan kring lärares roll i orkestrering av matematiska helklassdiskussioner med fokus på stöttande nyckelpraktiker. In: Annaliina Gynne; Max Jakobsson; Johannes Rytzler (Ed.), Utbildningsvetenskapliga perspektiv på samverkan: (pp. 142-160). Studentlitteratur AB
Open this publication in new window or tab >>Samverkan kring lärares roll i orkestrering av matematiska helklassdiskussioner med fokus på stöttande nyckelpraktiker
2022 (English)In: Utbildningsvetenskapliga perspektiv på samverkan / [ed] Annaliina Gynne; Max Jakobsson; Johannes Rytzler, Studentlitteratur AB, 2022, p. 142-160Chapter in book (Other academic)
Place, publisher, year, edition, pages
Studentlitteratur AB, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-61166 (URN)9789147144358 (ISBN)
Available from: 2022-12-08 Created: 2022-12-08 Last updated: 2022-12-08Bibliographically approved
Kaufmann, O. T., Larsson, M. & Ryve, A. (2022). Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom. International Journal of Science and Mathematics Education
Open this publication in new window or tab >>Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom
2022 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774Article in journal (Refereed) Epub ahead of print
Abstract [en]

Multiple studies have been conducted regarding teachers’ error-handling practices, and how errors can be treated as opportunities for learning, albeit in the context of whole-class discussions. The aim of the present research is to continue to investigate teachers’ error-handling practices as they occur in different phases of maths lessons: introduction of the task, when students are working alone, and when students are working in pairs and finally, as part of the whole-class discussion. The study included 51 lessons from twelve teachers. A cross-case analysis was made across the individual teacher cases to look for similarities and differences between different teachers’ error-handling practices across the lesson phases in order to create teaching profiles with similar handling of student errors across the lesson phases. Five error-handling teaching profiles were identified; correcting errors throughout all phases, correcting errors during students’ work while few errors are brought up in whole class, correcting errors during students’ work while using a variety of practices in whole class, ignoring errors while using some of them in whole class, and discussing and explaining errors.

Place, publisher, year, edition, pages
Springer, 2022
Keywords
Conceptual errors, Error-handling profiles, Lesson phases, Teachers' error-handling practices
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-59724 (URN)10.1007/s10763-022-10294-2 (DOI)000813588600001 ()2-s2.0-85132180133 (Scopus ID)
Funder
Swedish Research Council
Available from: 2022-08-11 Created: 2022-08-11 Last updated: 2022-11-25Bibliographically approved
Sjölund, S., Lindvall, J., Larsson, M. & Ryve, A. (2022). Using research to inform practice through research‐practice partnerships: A systematic literature review. Review of Education, 10(1), Article ID e3337.
Open this publication in new window or tab >>Using research to inform practice through research‐practice partnerships: A systematic literature review
2022 (English)In: Review of Education, E-ISSN 2049-6613, Vol. 10, no 1, article id e3337Article in journal (Refereed) Published
Abstract [en]

Research‐practice partnerships (RPPs) have drawn a great deal of attention as promising structures for bringing educational research and practice closer together. However, promising as RPPs may be, challenges still exist and there have been calls for studies investigating how research can be used within RPPs, and how to include practitioners more in the generation of research evidence. We address these calls by conducting a systematic review of the research literature on RPPs. Our review of 57 articles shows that research is used in various ways to inform both the methods and content for facilitating school improvement in RPPs. For instance, research on effective PD can be directly applied to a Professional Development (PD) programme to inform the methods of the intervention, or research findings can be used as the content of an intervention to facilitate teacher learning. Moreover, the results suggest that the type of research used to inform RPPs affects the kinds of opportunities for research use that are presented to practitioners; ranging from applying research directly to practice (instrumental use), to using research to extend understanding (conceptual use), or using research methods and methodologies in order to increase practitioners’ capacity for improving education (process use). Based on the results, we argue that the presented opportunities for research use in interventions strongly affect teachers’ opportunities to participate in the generation of research evidence and thereby achieve a more democratised evidence system.

Place, publisher, year, edition, pages
Hoboken: , 2022
Keywords
research use, research-practice partnerships, school development, teacher engagement
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-57453 (URN)10.1002/rev3.3337 (DOI)000784367400001 ()2-s2.0-85128851311 (Scopus ID)
Available from: 2022-02-21 Created: 2022-02-21 Last updated: 2024-02-12Bibliographically approved
Van Steenbrugge, H., Larsson, M., Insulander, E. & Ryve, A. (2018). Curriculum support for teachers' negotiation of meaning: a collective perspective. In: Fan L., Trouche L., Qi C., Rezat S., Visnovska J. (Ed.), Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues. (pp. 167-191). Springer Publishing Company
Open this publication in new window or tab >>Curriculum support for teachers' negotiation of meaning: a collective perspective
2018 (English)In: Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues. / [ed] Fan L., Trouche L., Qi C., Rezat S., Visnovska J., Springer Publishing Company, 2018, p. 167-191Chapter in book (Refereed)
Abstract [en]

Acknowledging the central role of teachers in curriculum implementation, a growing body of research has analyzed how curriculum resources can support teachers to learn using these resources well. This has been done mainly with a focus on individual teachers’ learning. Teachers’ daily work encompasses many collaborative aspects around curriculum resources as well, an area too often overlooked. We address this issue by describing and discussing our initial steps in developing an approach to analyze curriculum resources from this collective perspective. The approach combines a social semiotic framework to analyze the meaning potential of curriculum resources and the communities of practice framework to analyze a group of teachers’ negotiation of meaning around these resources.

Place, publisher, year, edition, pages
Springer Publishing Company, 2018
Series
ICME-13 Monographs
Keywords
Mathematics curriculum resources; Teacher support; Collective learning
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-40126 (URN)10.1007/978-3-319-73253-4_8 (DOI)000548857900009 ()978-3-319-73252-7 (ISBN)
Available from: 2018-06-29 Created: 2018-06-29 Last updated: 2020-10-08Bibliographically approved
Nilsson, P., Ryve, A. & Larsson, M. (2017). Characterizing theories aimed at supporting teachers' mathematical classroom practices. In: Dooley, T Gueudet, G (Ed.), PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10): . Paper presented at 10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME) (pp. 3865-3872). DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION
Open this publication in new window or tab >>Characterizing theories aimed at supporting teachers' mathematical classroom practices
2017 (English)In: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) / [ed] Dooley, T Gueudet, G, DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION , 2017, p. 3865-3872Conference paper, Published paper (Refereed)
Abstract [en]

In this paper we draw upon examples from a recently published systematic literature review (Ryve et al., 2015) on productive classroom practice to contribute to the research on the nature of theories for action in mathematics education. By relating the results from the review to theories and literature on educational policy research, professional development research and implementation research we construct a framework for categorizing theories aiming at supporting teachers' actions in mathematical classroom practices.

Place, publisher, year, edition, pages
DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION, 2017
Keywords
Theoretical frameworks, theories for actions, mathematical classroom practice
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-43991 (URN)000467053304114 ()
Conference
10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME)
Available from: 2019-06-12 Created: 2019-06-12 Last updated: 2019-06-12Bibliographically approved
Larsson, M. (2015). Exploring a framework for classroom culture: A case study of the interaction patterns in mathematical whole-class discussions. In: K. Krainer & N. Vondrová (Ed.), Proceedings of CERME9: 9th Congress of European Research in Mathematics Education, Prague, February, 4-8, 2015. Paper presented at CERME9 (pp. 3065-3071). Prague: PedF UK v Praze and ERME
Open this publication in new window or tab >>Exploring a framework for classroom culture: A case study of the interaction patterns in mathematical whole-class discussions
2015 (English)In: Proceedings of CERME9: 9th Congress of European Research in Mathematics Education, Prague, February, 4-8, 2015 / [ed] K. Krainer & N. Vondrová, Prague: PedF UK v Praze and ERME , 2015, p. 3065-3071Conference paper, Published paper (Refereed)
Abstract [en]

Research is needed on frameworks that support teachers in the important and challenging work of orchestrating productive problem-solving whole-class discussions. The aim of this paper is to explore a framework for classroom culture with the overarching goal of supporting teachers in conducting class discussions focused on argumentation as well as connection making. Analyses of video-recorded whole-class discussions result in the articulation of some difficulties in clearly distinguishing between certain interaction patterns within different classroom cultures. The overall findings, however, suggest that the framework can be useful for characterizing interaction in terms of an inquiry/argument classroom culture.

Place, publisher, year, edition, pages
Prague: PedF UK v Praze and ERME, 2015
Keywords
interaction pattern, whole-class discussion, classroom culture, inquiry/argument, instructional practice
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-29402 (URN)000466853904056 ()978-80-7290-844-8 (ISBN)
Conference
CERME9
Available from: 2015-10-27 Created: 2015-10-27 Last updated: 2019-06-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6518-1418

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