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Koljonen, T., Ryve, A. & Hemmi, K. (2018). Analysing the nature of potentially constructed mathematics classrooms in Finnish teacher guides–the case of Finland. Research in Mathematics Education, 20(3), 295-311
Open this publication in new window or tab >>Analysing the nature of potentially constructed mathematics classrooms in Finnish teacher guides–the case of Finland
2018 (English)In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 20, no 3, p. 295-311Article in journal (Refereed) Published
Abstract [en]

Given that curriculum materials serve as cultural artefacts, this study addresses the need for more research on curriculum materials in different contexts. Most studies concerning curriculum materials have been conducted in US and, therefore little is known about the nature of materials in other cultural-educational contexts. The aim of this paper is to identify the underlying cultural norms of potentially constructed classrooms, by analysing recurrent activities in the most commonly used Finnish teacher guides at primary-school level. We identified three norms embedded in them: (1) creating opportunities for learning through a variety of activities and communication; (2) keeping the class gathered around a specific mathematical topic; and (3) concurrent active involvement of teachers and students. The results add to knowledge about both teacher guides and the Finnish educational context. Moreover, it adds to the growing body of methodologies, as our analytical approach is novel in the context of textual analysis.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Cultural norms, Finland, mathematics teacher guides, potentially constructed classroom, text analysis
National Category
Mathematics
Identifiers
urn:nbn:se:mdh:diva-41830 (URN)10.1080/14794802.2018.1542338 (DOI)000457594900006 ()2-s2.0-85058559881 (Scopus ID)
Available from: 2018-12-27 Created: 2018-12-27 Last updated: 2019-03-29Bibliographically approved
Remillard, J., Van Steenbrugge, H., Machalow, R., Koljonen, T., Hemmi, K. & Krzywacki, H. (2018). Examining Elementary Teachers’ Use of Digital Instructional Resources: A Cross-Cultural Study. In: Hans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk and Jana Trgalova (Ed.), PROCEEDINGS of the Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA): . Paper presented at Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA) (pp. 201-208).
Open this publication in new window or tab >>Examining Elementary Teachers’ Use of Digital Instructional Resources: A Cross-Cultural Study
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2018 (English)In: PROCEEDINGS of the Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA) / [ed] Hans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk and Jana Trgalova, 2018, p. 201-208Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-40974 (URN)
Conference
Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA)
Projects
Math3C
Funder
Swedish Research Council, 2016-04616
Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2018-10-24Bibliographically approved
Van Steenbrugge, H., Remillard, J., Krzywacki, H., Hemmi, K., Koljonen, T. & Machalow, R. (2018). Understanding teachers’ use of instructional resources from a crosscultural perspective: the cases of Sweden and Flanders. In: Verônica Gitirana, Takeshi Miyakawa, Maryna Rafalska, Sophie Soury-Lavergne, Luc Trouche (Ed.), Proceedings of the Re(s)sources 2018 International Conference: . Paper presented at Re(s)sources 2018 International Conference (pp. 117-121).
Open this publication in new window or tab >>Understanding teachers’ use of instructional resources from a crosscultural perspective: the cases of Sweden and Flanders
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2018 (English)In: Proceedings of the Re(s)sources 2018 International Conference / [ed] Verônica Gitirana, Takeshi Miyakawa, Maryna Rafalska, Sophie Soury-Lavergne, Luc Trouche, 2018, p. 117-121Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-40977 (URN)
Conference
Re(s)sources 2018 International Conference
Projects
Math3C
Funder
Swedish Research Council, 2016-04616
Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2018-09-21Bibliographically approved
Koljonen, T. (2017). Finnish teaching materials in the hands of a Swedish teacher: The telling case of Cecilia. In: : . Paper presented at Cerme10, Dublin, 1–5 February 2017.
Open this publication in new window or tab >>Finnish teaching materials in the hands of a Swedish teacher: The telling case of Cecilia
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

A common perception in Sweden is that the best teachers do not rely on ready-made teaching materials. The position taken in this paper, building on socio-cultural theory, assumes that teacher materials can support teachers. Although there is an emerging body of research focusing on teachers’ use of teaching materials, cross-cultural studies on this are scarce. The current study addresses this gap by offering unique insight into how a Swedish teacher makes use of teaching materials originally from Finland but slightly adapted to the Swedish context. Based on teacher interviews and classroom observations, I studied how the teacher planned for and enacted lessons. Findings indicate that she fits the material to her preexisting practice and, thus, does not follow the material’s original intentions. The results are compared with previous results on materials and their use, and finally some implications for Swedish mathematics education are presented. 

National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-36397 (URN)
Conference
Cerme10, Dublin, 1–5 February 2017
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2017-10-05Bibliographically approved
Hemmi, K., Kryzwacki, H. & Koljonen, T. (2017). Investigating Finnish teacher guides as a resource for mathematics teaching. Scandinavian Journal of Educational Research, 62(6), 911-928
Open this publication in new window or tab >>Investigating Finnish teacher guides as a resource for mathematics teaching
2017 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 6, p. 911-928Article in journal (Refereed) Published
Abstract [en]

The most commonly used Finnish mathematics teacher guides (Grades 1–6) are investigated so as to determine what kind of resource they constitute for teachers in planning and enacting mathematics teaching and what kind of mathematics classroom they promote. The structure and the main contents of the guides were found to be quite homogeneous. The nature of communication was mostly descriptive, but the separate activities suggested for each lesson were quite explicitly described. Suggested activities, such as mental calculation tasks and homework assignment, were typically motivated by nonspecific rationales, and many activities seemed to be taken for granted in the Finnish mathematics classroom culture. The results add both to knowledge about how to analyse teacher guides and to knowledge about Finnish educational features.

National Category
Other Mathematics
Identifiers
urn:nbn:se:mdh:diva-36399 (URN)10.1080/00313831.2017.1307278 (DOI)000445081100007 ()2-s2.0-85019041755 (Scopus ID)
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2018-10-04Bibliographically approved
Ahl, L., Koljonen, T. & Helenius, O. (2017). The voice of curriculum developers in teacher guides. For the Learning of Mathematics, 37(2), 35-39
Open this publication in new window or tab >>The voice of curriculum developers in teacher guides
2017 (English)In: For the Learning of Mathematics, ISSN 0228-0671, Vol. 37, no 2, p. 35-39Article in journal (Refereed) Published
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-36400 (URN)
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2017-09-27Bibliographically approved
Ahl, L. & Koljonen, T. (2017). When teacher guides speak “past” the teacher: Two Swedish mathematics teacher guides. In: : . Paper presented at ICME13, Hamburg.
Open this publication in new window or tab >>When teacher guides speak “past” the teacher: Two Swedish mathematics teacher guides
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

In this paper we report on how two Swedish mathematics teacher guides communicate with teachers. We have analysed the guides from the theoretical stance that curriculum resources can support teachers’ pedagogical design capacity, i.e. support them to find productive ways to adapt curriculum resources. To investigate the guides we studied the “voice” by the use of language, focusing on personal pronouns and imperatives. Our analysis shows that both guides often speak “through” the teacher with narratives and scripted instructions, rather than “to” the teacher about strengths and weaknesses with different teaching design considerations. The results also show that in addition to speaking “to” or “through” guides can speak “past” the teacher, positioning her as an observer of the interaction between students and textbooks. This language construction is unexpected and may thus be seen as expanding the framework for investigating the “voice” of teacher guides. 

National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-36398 (URN)
Conference
ICME13, Hamburg
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2017-12-22Bibliographically approved
Koljonen, T. (2014). Finnish Teacher Guides in Mathematics: Resources for primary school teachers in designing teaching. (Licentiate dissertation). Västerås: Mälardalen University
Open this publication in new window or tab >>Finnish Teacher Guides in Mathematics: Resources for primary school teachers in designing teaching
2014 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.

Abstract [sv]

Tidigare forskning visar att läromedel, så som elevernas lärobok och lärarhandledningar är den resurs som används i huvudsak som grund för matematikundervisning. Finsk forskning visar dessutom att finländska lärare (åk 1-6) i stor utsträckning använder lärarhandledningar i själva undervisningen och även för att planera och organisera sin undervisning. Studiens övergripande syfte är att se vilken typ av resurs de finländska lärarhandledningar utgör för läraren, men också att belysa vilken typ av klassrum som dessa lärarhandledningar verkar främja, då lärarna använder de uppgifter och aktiviteter som presenteras i lärarhandledningarna. Studien är genomförd som en dokumentanalys av tre läroboksserier i matematik för grundskolans årskurser 1, 3 och 6. Det är totalt nio lärarhandledningar som har analyserats. Dessa tre läroboksserier täcker nästan 90 procent av de lärarhandledningar som användes i och på finska skolor under år 2008. Avhandlingen består av tre studier. I den första studien som också betraktas som pilotstudie, utvecklade vi ett fungerande analytiskt verktyg som bygger på Davis och Krajciks idéer om ”lärande läromedel”. I den andra studien fördjupar vi resultaten från pilotstudien genom att analysera ett större urval med samma ramverk. Denna studie visar att det finns en bred enighet om både innehåll och form i lärarhandledningarna och vi identifierade sex återkommande aktiviteter som är närvarande på varje tilltänkt lektion. Vidare visar analysen att egenskaperna hos de finländska lärarhandledningarna erbjuder rika och varierande resurser för lärare i det dagliga arbetet vid både planering och genomförande av matematikundervisning. Den tredje studien är en fördjupning i analysverktygets femte kategori för att finna vilket stöd de erbjuder för att designa undervisning. Där kartlägger och karakteriserar vi det kulturella skript utifrån de finska lärarhandledningarna genom att analysera både form och funktion av de gemensamt föreslagna återkommande aktiviteterna. Vi identifierade en relativt homogen klassrumspraktik som lyfter fram helklassinteraktion, variation med hjälp av olika typer av aktiviteter, möjlighet för alla elever att delta och läxor som en förlängning av lärande av lektionens innehåll. Avhandlingen mynnar ut i en diskussion av resultatens slutsatser och dess praktiska implikationer, vilket kan vara av intresse för forskare, läromedelsförfattare men även för lärare, rektorer och kommuner som vill utveckla och förbättra undervisningen i matematik. Avhandlingen bidrar till den internationella forskningsdiskursen om läromedel i stort och om lärarhandledningar i synnerhet.

Place, publisher, year, edition, pages
Västerås: Mälardalen University, 2014
Series
Mälardalen University Press Licentiate Theses, ISSN 1651-9256 ; 178Mälardalen Studies in Educational Sciences
Keywords
cultural scripts, curriculum materials in mathematics, Finnish primary school, teacher guides characteristics, resources for teaching
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-25806 (URN)978-91-7485-158-8 (ISBN)
Presentation
2014-09-23, Zeta, Högskoleplan 1, 721 23 Västerås, 10:00 (English)
Opponent
Supervisors
Funder
Swedish Research Council, 67610014
Available from: 2014-08-21 Created: 2014-08-20 Last updated: 2014-09-16Bibliographically approved
Ahl, L., Koljonen, T. & Hoelgaard, L. (2014). HOW ARE MATHEMATICS TEACHER GUIDES USED FOR SUPPORT AND INSPIRATION IN TEACHING?. In: : . Paper presented at The Seventh Nordic Conference on Mathematics Education, NORMA 14 Turku June 3–6, 2014.
Open this publication in new window or tab >>HOW ARE MATHEMATICS TEACHER GUIDES USED FOR SUPPORT AND INSPIRATION IN TEACHING?
2014 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In this study we investigate how teachers talk about their use of mathematics teacher guides for support and inspiration, with the aim of broadening the knowledge of how teachers use these guides in and for teaching. Our second aim is to test whether guidelines for designing educative curriculum material can serve as an analytical tool. The results show that less experienced teachers use a wider scope of content in the teacher guide whereas more experienced teachers use teaching activities1 and support for the design of teaching. Common for all teachers, despite level of experience, is that they want the teacher guide to provide connections between theory and practice. The analytical tool served well for analysing interviews, helping us pay attention to the features of the content discussed.

Keywords
mathematics teacher guides, analytical tool, curriculum materials, support, inspiration
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-25810 (URN)
Conference
The Seventh Nordic Conference on Mathematics Education, NORMA 14 Turku June 3–6, 2014
Funder
Swedish Research Council
Available from: 2014-08-21 Created: 2014-08-20 Last updated: 2015-01-21
Hemmi, K., Koljonen, T., Hoelgaard, L., Ahl, L. & Ryve, A. (2013). Analyzing mathematics curriculum materials in Sweden and in Finland: Developing an analytical tool. In: The Eighth Congress of the European Society for Research in Mathematics Education. Feb 6th - Feb 10th, 2013.: . Paper presented at The Eighth Congress of the European Society for Research in Mathematics Education. Antalya, Turkey
Open this publication in new window or tab >>Analyzing mathematics curriculum materials in Sweden and in Finland: Developing an analytical tool
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2013 (English)In: The Eighth Congress of the European Society for Research in Mathematics Education. Feb 6th - Feb 10th, 2013., Antalya, Turkey, 2013Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Antalya, Turkey: , 2013
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-23492 (URN)
Conference
The Eighth Congress of the European Society for Research in Mathematics Education
Available from: 2013-12-12 Created: 2013-12-12 Last updated: 2015-11-04Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6075-1963

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