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Publications (10 of 21) Show all publications
Olsson, J. & Larsson, M. (2025). Att undervisa för förståelse. Nämnaren : tidskrift för matematikundervisning (1)
Open this publication in new window or tab >>Att undervisa för förståelse
2025 (Swedish)In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 1Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Vad innebär det att förstå något och hur genomförs undervisning som leder till förståelse? Författarna redovisar här insikter från ett projekt där de undersöker effekten av retrieval practice, även kallat testbaserat lärande.

Place, publisher, year, edition, pages
Nationellt centrum för matematikutbildning, 2025
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-71112 (URN)
Available from: 2025-04-15 Created: 2025-04-15 Last updated: 2025-04-16Bibliographically approved
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 Other Engineering and 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: 2025-02-18Bibliographically approved
Larsson, M., Fredriksdotter, H. & Klang, N. (2024). Different types of talk in mixed-attainment problem-solving groups: Contributions to individual students' combinatorial thinking. Journal of Mathematical Behavior, 76, Article ID 101206.
Open this publication in new window or tab >>Different types of talk in mixed-attainment problem-solving groups: Contributions to individual students' combinatorial thinking
2024 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 76, article id 101206Article in journal (Refereed) Published
Abstract [en]

This study contributes to previous research on collaborative approaches to instruction in mathematics. The study focuses on the relationships between the type of talk in groups and individual students' combinatorial thinking. Four case studies of mixed-attainment groups of middle-school students working with mathematical problem solving in combinatorics were conducted. Videorecordings of dyad and group work, as well as interviews with four students (one per group), were analyzed. The results reveal how affordances and constraints in different types of talk (exploratory, cumulative, disputational talk) in mixed-attainment groups can contribute to individual students' combinatorial thinking. The results highlight the interconnectedness of collective and individual reasoning in combinatorics, emphasizing the role of quality of group talk.

Place, publisher, year, edition, pages
ELSEVIER SCIENCE INC, 2024
Keywords
Collaboration, Combinatorics, Lower attaining, Mixed-attainment groups, Problem solving, Type of talk
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-69213 (URN)10.1016/j.jmathb.2024.101206 (DOI)001359544400001 ()2-s2.0-85209101306 (Scopus ID)
Available from: 2024-11-27 Created: 2024-11-27 Last updated: 2024-11-27Bibliographically approved
Larsson, M., Kaufmann, O. T. & Ryve, A. (2024). Investigating the relation between mathematics teachers’ beliefs, knowledge and error-handling practices: an exploratory study of 12 teachers in Grades 4–6. International Journal of Mathematical Education in Science and Technology, 1-22
Open this publication in new window or tab >>Investigating the relation between mathematics teachers’ beliefs, knowledge and error-handling practices: an exploratory study of 12 teachers in Grades 4–6
2024 (English)In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211, p. 1-22Article in journal (Refereed) Epub ahead of print
Abstract [en]

An important aspect of reform-based mathematics teaching is how students’ errors are handled in the classroom. This study aims to investigate the relation between mathematics teachers’ beliefs, mathematical knowledge for teaching (MKT) and error-handling practices in the classroom. Using an abductive approach based on 51 lessons with 12 teachers in Grades 4–6, we analysed 469 episodes containing error-handling practices. Patterns in the 12 teachers’ error-handling practices were found in relation to their MKT and belief profiles. The most important dimension in the patterns found is that teachers’ MKT seems to determine their possibilities to act according to their beliefs. That is, the results of the study show that high MKT makes it possible to handle students’ errors in accordance with the teacher’s beliefs (regardless of whether or not they hold more reform-oriented beliefs), while lower MKT seems to constrain their possibilities to explain and discuss students’ errors in conceptually grounded ways and act in reform-based ways.

Keywords
Mathematical error, error-handling practices, beliefs, mathematical knowledge for teaching
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-69757 (URN)10.1080/0020739x.2024.2438373 (DOI)001382091700001 ()
Funder
Swedish Research Council, 2014-2008
Available from: 2025-01-07 Created: 2025-01-07 Last updated: 2025-03-31Bibliographically 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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6518-1418

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