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Berg, B. & Franzén, K. (2019). Teaching mathematics in early childhood education -a systematic literature review. In: 29th EECERA ANNUAL CONFERENCE, Early Years: Making it Count, Thessaloniki, Greece 20th – 23rd August 2019, Abstract book: . Paper presented at EECERA Conference, Thessaloniki, Greece 20th – 23rd August 2019 (pp. 112-112).
Open this publication in new window or tab >>Teaching mathematics in early childhood education -a systematic literature review
2019 (English)In: 29th EECERA ANNUAL CONFERENCE, Early Years: Making it Count, Thessaloniki, Greece 20th – 23rd August 2019, Abstract book, 2019, p. 112-112Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of the study is to find similarities and differences concerning the new formulations on teaching in revised curriculum in Swedish preschool and international research in early childhood education, Teaching is more clarified in the revised curriculum. Swedish preschool education is moving towards a more formalized approach where teaching is more visible (Helenius, 2018). There is a consensus that early mathematics is important in policy and research but there is no agreement on how mathematics education should be implemented. There are differences between and within countries, a clear difference is the relation between play and teaching (Palmér & Björklund, 2016). The concepts of classification and framing are used to discuss the visibility of pedagogics in the formalization of teaching mathematics in preschool (Bernstein, 2000). This is a literature review regarding research on teaching mathematics in early childhood education. It draws from a number of scholarly research article conducted between 2014 and 2019. The data collection is in progress. Qualitative and quantitative content analysis will compare emerged codes. The expected results will consist of empirical research. Ethical consideration is met by showing respect and responsiveness to other researchers work. This literature review is based on peer-reviewed articles. Preliminary findings indicate differences in how teaching mathematics in preschool is described. Preschool in Sweden has a tradition of a play-based pedagogy and no formal assessment of children as many other countries. Perhaps, the change may push teaching to become more visible and formal (Helenius, 2018). Implications for policy and practice will be discussed.

National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-45295 (URN)
Conference
EECERA Conference, Thessaloniki, Greece 20th – 23rd August 2019
Available from: 2019-09-24 Created: 2019-09-24 Last updated: 2019-09-25Bibliographically approved
Ärlemalm-Hagser, E., Berg, B. & Sandberg, A. (2018). Economic sustainability in Swedish preschools.: Preschool teachers and preschools as political-economic actors. Utbildning och Demokrati, 27(2), 15-36
Open this publication in new window or tab >>Economic sustainability in Swedish preschools.: Preschool teachers and preschools as political-economic actors
2018 (English)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 2, p. 15-36Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to scrutinize education for sustainability (EfS) in Swedish preschools, and especially how preschool teachers have articulated their work with economic sustainability objectives in practice. In this study we used an action-research methodology, and six preschool teachers from three preschools participated in the study. The theoretical framework was guided by critical theory, which was also used as a conceptual tool to explore agency and shared understandings as different ways of dealing with economic sustainability. The findings demonstrated that at the beginning of the project the preschool teachers did not view economic sustainability as part of the preschool’s objectives and activities, or the children’s learning. Nevertheless, in the dialogues between preschool teachers and researchers it became clear that the preschool teachers worked with these issues daily in their routines and in children’s activities and play.

National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-45172 (URN)
Available from: 2019-09-07 Created: 2019-09-07 Last updated: 2019-09-13Bibliographically approved
Berg, B. & Ärlemalm-Hagser, E. (2018). Economical sustainability in Swedish preschool. In: : . Paper presented at EECERA 28:e konferens (European Early Childhood Education Research Association) Budapest, Hungary 28th August - 31st August 2018.
Open this publication in new window or tab >>Economical sustainability in Swedish preschool
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-41062 (URN)
Conference
EECERA 28:e konferens (European Early Childhood Education Research Association) Budapest, Hungary 28th August - 31st August 2018
Available from: 2018-09-28 Created: 2018-09-28 Last updated: 2018-12-10Bibliographically approved
Ärlemalm- Hagser, E., Berg, B., Sandberg, A. & Ryve, A. (2017). Praxisnära kunskapsutbildning: Förskolebarns matematiska förståelse och bekantskap med hållbar finansiell utveckling. Västerås
Open this publication in new window or tab >>Praxisnära kunskapsutbildning: Förskolebarns matematiska förståelse och bekantskap med hållbar finansiell utveckling
2017 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Västerås: , 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-36410 (URN)
Available from: 2017-09-11 Created: 2017-09-11 Last updated: 2017-12-21Bibliographically approved
Berg, B., Hemmi, K. & Karlberg, M. (2015). Support or Restriction: Swedish Primary School Teachers' Views on Mathematics Curriculum Reform. In: Views and Beliefs in Mathematics Education: . Paper presented at 19th International Conference on Mathematical Beliefs (MAVI), Freiburg, GERMANY, SEP 25-28, 2013 (pp. 67-80).
Open this publication in new window or tab >>Support or Restriction: Swedish Primary School Teachers' Views on Mathematics Curriculum Reform
2015 (English)In: Views and Beliefs in Mathematics Education, 2015, p. 67-80Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports the results of a quantitative study on primary teachers' (n=253) views on the introduction of steering documents and national examinations for Grade 3. While the majority of the teachers experience the reform as empowering, some teachers feel the new curriculum and the national examination restrict their teacher professionalism. We found differences in how teachers viewed the reform depending on whether they had graduated before or after the reform in 1994. The differing views can be connected to teachers' beliefs about teacher professionalism and the relation between teaching, learning and maturing. We discuss our findings also in the light of curriculum development during the last four decades.

Keywords
teacher beliefs, curriculum reform, teacher professionalism, primary school, mathematics
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-33052 (URN)10.1007/978-3-658-09614-4_6 (DOI)000380769000006 ()978-3-658-09614-4 (ISBN)
External cooperation:
Conference
19th International Conference on Mathematical Beliefs (MAVI), Freiburg, GERMANY, SEP 25-28, 2013
Available from: 2016-09-01 Created: 2016-09-01 Last updated: 2016-09-01Bibliographically approved
Berg, B. (2014). Lgr11 – stöd eller begränsning?: Lärares röster om styrdokument och reformens påverkan på deras matematikundervisning. (Licentiate dissertation). Västerås: Mälardalen University
Open this publication in new window or tab >>Lgr11 – stöd eller begränsning?: Lärares röster om styrdokument och reformens påverkan på deras matematikundervisning
2014 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [en]

This thesis examines teachers’ voices on the latest curriculum reform and how teachers experience the impact of the reform on their teaching. The aim of this study is to contribute to knowledge about the conditions of the implementation of a new reform and how the reform controls and empowers teachers’ teaching. I examine the issue using the concepts from curriculum theory and implementation theory as well as visible and invisible pedagogy. Primary school teachers, Grades 1-3 (n=224) within an entire municipality responded to an extensive questionnaire concerning their relation to the reform. The questionnaire was developed from qualitative interviews and questionnaires with open questions. The new curriculum reform tends towards increased control but the results show that the majority of teachers consider both the curriculum and the national examinations for Grade 3 as a support in their teaching and assessment. Most teachers express that the recent curriculum increases their professionalism. Yet there is a tension between positive and negative experiences of the reform, as some teachers express that the new curriculum and the national tests limit their professional freedom while other teachers express that they would like even more detailed support and guidance. There are also teachers who think it is too early to introduce goals, in the form of knowledge requirements and national tests, because it violates the students’ right to develop at their own pace based on their prerequisites. Further, most teachers in the study state that they have been affected by the goals and the national tests, but at a school level a common plan in mathematics and routines to discuss the goals of mathematics education is often lacking. The study also shows that national tests are not used in order to improve the mathematics results of the whole school. The factor analysis shows that there are differences between teachers’ voices depending on their age, their teaching experience, and if they are graduated before or after the reform of 1994. The different expressions can be linked to teachers’ voices of teacher professionalism, of student learning and maturity. The results of the study are of interest for various actors at different educational levels like politicians, curriculum authors and principals. By taking part of the study they have the opportunity to gain more knowledge of how to create good conditions to support teachers to enact the curriculum in their classrooms.

Place, publisher, year, edition, pages
Västerås: Mälardalen University, 2014
Series
Mälardalen University Press Licentiate Theses, ISSN 1651-9256 ; 183
Keywords
primary teacher, curriculum, reform, mathematics, implementation, national tests, Grade 3
National Category
Educational Sciences Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-26127 (URN)978-91-7485-169-4 (ISBN)
Presentation
2014-11-11, Zeta, Mälardalens högskola, Västerås, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2014-10-20 Created: 2014-10-20 Last updated: 2014-11-11Bibliographically approved
Hemmi, K. & Berg, B. (2012). Empowerment and Control in Primary Mathematics Reform–The Swedish Case. In: Evaluation and Comparison of Mathematical Achievement: Dimensions and Perspectives. Paper presented at Madif 8 (Åttonde MATEMATIKDIDAKTISKA FORSKNINGSSEMINARIET Med SMDF Umeå 24-25 januari 2012).
Open this publication in new window or tab >>Empowerment and Control in Primary Mathematics Reform–The Swedish Case
2012 (English)In: Evaluation and Comparison of Mathematical Achievement: Dimensions and Perspectives, 2012Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-23491 (URN)
Conference
Madif 8 (Åttonde MATEMATIKDIDAKTISKA FORSKNINGSSEMINARIET Med SMDF Umeå 24-25 januari 2012)
Available from: 2013-12-12 Created: 2013-12-12 Last updated: 2015-06-26Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6586-7519

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