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• 1.
University Pretoria, South Africa.
University of the Basque Country, Spain. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Common Fixed Points of Generalized Rational Type Cocyclic Mappings in Multiplicative Metric Spaces2015In: Discrete dynamics in nature and society, ISSN 1026-0226, E-ISSN 1607-887X, Vol. 2015, article id 532725Article in journal (Refereed)

The aim of this paper is to present fixed point result of mappings satisfying a generalized rational contractive condition in the setup of multiplicative metric spaces. As an application, we obtain a common fixed point of a pair of weakly compatible mappings. Some common fixed point results of pair of rational contractive types mappings involved in cocyclic representation of a nonempty subset of a multiplicative metric space are also obtained. Some examples are presented to support the results proved herein. Our results generalize and extend various results in the existing literature.

• 2.
Ton Duc Thang University, Ho Chi Minh City, Viet Nam.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. University of Kragujevac, Serbia. University of Belgrade, Belgrade.
On Weakly Commuting Set-Valued Mappings on a Domain of Sets Endowed with Directed Graph2017In: Results in Mathematics, ISSN 1422-6383, Vol. 71, no 3-4, p. 1277-1295Article in journal (Refereed)

The aim of this paper is to present coincidence and common fixed point results of set-valued mappings satisfying certain generalized graphic F-contractive conditions on a family of sets endowed with a graph. It is worth mentioning that these results are obtained without appealing to any form of continuity of mappings involved herein. Some examples are presented to support the results proved in this paper. Our results unify, generalize and extend various comparable results in the existing literature. Â© 2016, Springer International Publishing.

• 3.
Ton Duc Thang Univ, Ho Chi Minh City, Vietnam..
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Fac Sci, Dept Math, Radoja Domanovica 12, Kragujevac 34000, Serbia. State Univ Novi Pazar, Serbia..
Common fixed points of set-valued F-contraction mappings on domain of sets endowed with directed graph2017In: Computational and Applied Mathemathics, ISSN 0101-8205, Vol. 36, no 4, p. 1607-1622Article in journal (Refereed)

The aim of this paper is to present common fixed point results of set-valued graphic F-contraction mappings on a family of sets endowed with a graph. Some examples are presented to support the results proved herein. Our results unify, generalize and extend various results in the existing literature.

• 4. Abramov, V.
Paal, E.Tallinn University of Technology.Silvestrov, Sergei D.Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.Stolin, A.Chalmers University of Techology.
Proceedings of the 3rd Baltic-Nordic Workshop “Algebra, Geometry, and Mathematical Physics”2008Conference proceedings (editor) (Refereed)
• 5.
Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Approaching Curriculum Resources: Examining the potential of textbooks and teacher guides to support mathematics learning and teaching2014Licentiate thesis, comprehensive summary (Other academic)

The driving forces of conducting the two studies presented in this thesis are: the strong position of curriculum resources in the mathematics classroom in general; teachers’ faith in curriculum resources to convey the intentions and goals of mathematics education; and the expected benefits to mathematics education through expanding the knowledge base of research in the area of curriculum resources in general, and teacher guides in particular. This thesis builds upon two studies conducted in Sweden. The first is a study on how teachers use teacher guides. The results of this study could be seen as one piece in the building of a theoretical understanding of how teachers use their tools in planning and enacting teaching. The data for Study I were collected through semi-structured interviews with five early-years mathematics teachers. In advance, the teachers were asked to copy the pages from the teacher guide they had used the week before the interview. The analysis of the interviews shows that less experienced teachers desire a wider scope of content in their teacher guide. More experienced teachers desire support from teaching activities, in the design of teaching in classroom practice. Another interesting result was that all teachers in our study, regardless of prior experience, knowledge, beliefs, etc., want the teacher guide to offer connections between theory and practice. The second study investigates what content is represented in Swedish textbooks. The results of this study map the terrain over how the most commonly used textbooks in Sweden construct the topic of proportion and proportional reasoning. My choice of textbooks is based on a questionnaire among all compulsory school mathematics teachers in the sixth largest municipality in Sweden, revealing that two curriculum resources together covered 97% of the classrooms in Grades 7-9. The study provides insights into the strengths and weaknesses in the presented structure regarding proportional reasoning in the most commonly used textbooks in Swedish lower secondary school. Teachers could use these insights when making decisions about how to use their textbooks, and to possibly reconsider how to organize the enactment of the national curriculum in order to develop deep understanding. The analyses could provide authors of teacher guides and textbooks with valuable information to consider regarding structure and design.

• 6.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Lärarhandledning för inspiration och kompetensutveckling2013In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 4, p. 43-47Article in journal (Other (popular science, discussion, etc.))
• 7. Ahl, Linda
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
When teacher guides speak “past” the teacher: Two Swedish mathematics teacher guides2017Conference paper (Refereed)

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.

• 8. Ahl, Linda
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
The voice of curriculum developers in teacher guides2017In: For the Learning of Mathematics, ISSN 0228-0671, Vol. 37, no 2, p. 35-39Article in journal (Refereed)
• 9.
Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
HOW ARE MATHEMATICS TEACHER GUIDES USED FOR SUPPORT AND INSPIRATION IN TEACHING?2014Conference paper (Refereed)

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.

• 10.
Izmir University, Izmir, Turkey. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
On the global solution of a fuzzy linear system2014In: Journal of Fuzzy Set Valued Analysis, ISSN 2193-4169, article id jfsva-00190Article in journal (Other academic)

The global solution of a fuzzy linear system contains the crisp vector solution of a real linear system. So discussion about the global solution of a $n\times n$ fuzzy linear system $A\tilde{x}=\tilde{b}$ with a fuzzy number vector $b$ in the right hand side and crisp a coefficient matrix $A$ is considered. The advantage of the paper is developing a new algorithm to find the solution of such system by considering a global solution based upon the concept of a convex fuzzy numbers. At first the existence and uniqueness of the solution are introduced and then the related theorems and properties about the solution are proved in details. Finally the method is illustrated by solving some numerical examples.

• 11.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
The transition between the compulsory school and the school for children with mild intellectual disability - A study in Swedish and Mathematics education2015In: Marketisation and Differentiation in Education, 2015Conference paper (Refereed)
• 12.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Swedish Classroom Communities Including Learners with Mild Intellectual Disabilities: Lower Secondary School2015In: Children and Young People in School and in Society / [ed] Sandberg Anette & Garpelin Anders, Nova Science Publishers, Inc., 2015, p. 111-133Chapter in book (Refereed)

According to the Salamanca declaration and framework (UNESCO, 1994) each country should strive to establish an inclusive school where all children can be together in the same school system, in regular classrooms with a customized education in community with others. Despite all children's right to a meaningful and equivalent teaching, categorizations of children with disabilities still occur and in Sweden there is a low degree of inclusion in regular school for pupils with intellectual disabilities (Education, 2012). For these reasons, it is of importance to increase knowledge about and investigate how classroom environments can be inclusive and provide a challenging and meaningful education for all. This chapter discusses inclusive education for children with mild intellectual disability (MID) and how teachers can work to enable learning for all pupils in their classroom. Examples will be given from field notes of different teaching sessions in lower secondary school in Sweden.

• 13.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Teachers’ Perspectives on the Learning Situation in School for Students with Mild Intellectual Disabilities2016In: Leading Education: The Distinct Contributions of Educational Research and Researchers, 2016Conference paper (Refereed)
• 14.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Wilder, Jenny (Editor)
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Tre föräldraberättelser om skolövergångar. Barn som har intellektuell funktionsnedsättning2017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Lillvist, A & Wilder, J., Lund, 2017, 1, p. 151-167Chapter in book (Refereed)

Barn som har intellektuell funktionsnedsättning kan få sin undervisning i grundskolan, men läsa enligt grundsärskolans läroplan. Hur är det att göra övergångar mellan olika skolformer och olika skolor för barn som har intellektuell funktionsnedsättning? Hur kan det se ut för dessa barn i förskola och skolan innan utredning inför mottagande i särskola, under utredning och efter utredning? Detta kapitel diskuterar just dessa frågor och presenterar tre föräldraberättelser om sina barns skoltid.

• 15.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Lärande utvärdering.: Granskning av ett ESF-projekt: Kompetensutveckling Inom Vård och Omsorg, kallat KIVO2013Report (Other academic)

I denna rapport redovisas resultatet från en följeforskning av ett kompe­tensutvecklingsprojekt inom vård- och omsorgssektorn, kallat KIVO. Det övergripande målet med projektet har varit att det ska bidra till att arbets­platser upplevs som mer kvalitetsmedvetna och attraktiva. Tidsperioden för genomförandet av projektet har pågått under två år med avslut i janu­ari 2013. Konkret har projektet inneburit att cirka 300 medarbetare från olika femton olika arbetsplatser i Västmanland har getts möjlighet att delta i ett utbildningsprogram.

Utvärderingens roll har varit att granska hur deltagarna omsätter erfaren­heter och kunskaper utifrån utbildningsinsatser gällande friskfaktorer, lärande och samarbetsformer.

• 16.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Är det något speciellt med SKOLPROJEKTET?: - utvärdering av en kommunal satsning på skolutveckling2015Report (Other academic)

I denna rapport redovisas resultatet från en utvärdering av ett kommunprojekt inom förskola, grundskola och gymnasium inom Flens kommun, kallat Skolprojektet. Det övergripande målet med projektet har varit att det ska bidra till att alla elever i kommunen successivt nu och i framtiden ska klara godkända resultat i skolan. Tidsperioden för genomförandet av projektet har varit tre år med avslut mars 2015. Konkret har projektet inneburit att främst förskolor, grundskolor, gymnasium och fritidshem och egentligen alla samhällsmedborgare ska involveras i detta projekt, allt för att stödja alla elever till att uppnå måluppfyllelsen.

• 17.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
En utbildning i processledarskap avseende mångfald: utvärdering och aktionsforskning2013Licentiate thesis, monograph (Other academic)

With assistance from the European Social Fund, Mälardalen University started the JämBredd project to offer an education in equality and diversity issues. Part of this project has been education in Process Leadership. The aim was to design a skills enhancement Leadership course for creating processes of change in a multicultural working life. Schools, district courts, various municipal health care institutions, housing associations and universities have all requested knowledge about equality and diversity issues, in order to be able to create a better exchange of ideas both internally within organizations and externally in customer contacts. All participants have some form of leadership in their various activities. The professional roles of the 33 participants at the start of the education course were headmasters to preschool or school managers in various municipal administrations, personnel officers, gender instructors, lecturers, counselors, and administrators in various municipalities, counties and District Court. Process Leadership education was offered in nine so-called education modules over one year. The teaching methods varied with different approaches to in equality and diversity issues by researchers. Education modules were organized as full-day educational activities and located outside the university.

The overall aim of the study is to identify learning and change processes related to equality and diversity issues among participants in the Process Leadership Education. Another aim is to develop an education model which can be used for skills enhancement in the areas of equality and diversity for different occupations? The questions are: How has participation in the education led to increased knowledge of equality and diversity issues? How has the education given participants increased knowledge that has contributed to a process of change regarding equality and diversity issues? What factors can be seen as important in the change process regarding equality and diversity issues? What conclusions can be drawn from the evaluation to contribute to the future development of process management training?

The research strategy of this study has been Action research. The Action researcher has followed the learning process throughout a year and evaluated the program through observations, visual method, interviews and questionnaires. The results showed an understanding among the participants that they had attained increased knowledge about diversity that was mainly due to two factors: One reason was that the lecturers were knowledgeable researchers in various diversity issues and shared their own knowledge with the participants. The second reason was that there was plenty of time for reflection, reference reading and networking since the educational program spanned the entire year. The final result also indicated a training model that might be used to create a better understanding of diversity issues within various occupations. The result show consistent responses from the participants of the education, as described above, and can thus be said to be relevant to further education in equality and diversity issues. Through this education in process management, participants’ attained increased knowledge on the one hand and also on the other hand tools to drive processes that in turn can lead to employees with increasing knowledge about diversity issues.

Keywords: process

• 18.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
University of Copenhagen.
On the universality of the Epstein zeta functionManuscript (preprint) (Other academic)

We study universality properties of the Epstein zeta function En(L,s) for lattices L of large dimension n and suitable regions of complex numbers s . Our main result is that, as n→∞ , En(L,s) is universal in the right half of the critical strip as L varies over all n -dimensional lattices L . The proof uses an approximation result for Dirichlet polynomials together with a recent result on the distribution of lengths of lattice vectors in a random lattice of large dimension and a strong uniform estimate for the error term in the generalized circle problem. Using the same basic approach we also prove that, as n→∞ , En(L1,s)−En(L2,s) is universal in the full half-plane to the right of the critical line as (L1,L2) varies over all pairs of n -dimensional lattices. Finally, we prove a more classical universality result for En(L,s) in the s -variable valid for almost all lattices L of dimension n . As part of the proof we obtain a strong bound of En(L,s) on the critical line that is subconvex for n≥5 and almost all n -dimensional lattices L.

• 19.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Ett lysande experiment: En studie av lärandeprogressionen vid lärande med datorstöd i optik2015Licentiate thesis, monograph (Other academic)
• 20.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Mälardalens högskola.
Skriftspråkslärande i förskoleklass2017In: Barn och unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: Mälardalens högskola , 2017, 31, p. 86-110Chapter in book (Refereed)

Syftet med kapitlet är att fördjupa förståelsen av lärares perspektiv på barns skriftspråksutveckling i förskoleklass. Studiens teoretiska utgångspunkter är inspirerade av Vygotsky och Bruners tankar kring lärande och dess betydelse för barns läs- och skrivutvecklingen. Studien är kvalitativ med en latent innehållsanalys av fokusgruppsamtal som genomförts med 18 lärare som arbetar i förskoleklass och grundskolans tidiga år. Resultaten visar att det förekommer fyra temaområden; introduktion av formellt skriftspråk; läsaktiviteter; skrivaktiviteter och kartläggning vad gäller det pedagogiska innehållet och i vilka sammanhang barn får erfara olika skriftspråksaktiviteter.

• 21.
Riga Technical University, Latvia.
Riga Technical University, Latvia. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Algorithms of the Copula Fit to the Nonlinear Processes in the Utility Industry2017In: Procedia Computer Science, ISSN 1877-0509, E-ISSN 1877-0509, Vol. 104, p. 572-577Article in journal (Refereed)

Our research studies the construction and estimation of copula-based semi parametric Markov model for the processes, which involved in water flows in the hydro plants. As a rule analyzing the dependence structure of stationary time series regressive models defined by invariant marginal distributions and copula functions that capture the temporal dependence of the processes is considered. This permits to separate out the temporal dependence (such as tail dependence) from the marginal behavior (such as fat tails) of a time series. Dealing with utility company data we have found the best copula describing data - Gumbel copula. As a result constructed algorithm was used for an imitation of low probability events (in a hydro power industry) and predictions.

• 22.
Mälardalen University.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Stockholms universitet, Stockholm, Sweden.
PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation2014In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 87, no 1, p. 7-26Article in journal (Refereed)

Finnish students' success on all three content domains of each of the four cycles of the OECD's Programme for International Student Assessment (PISA) has created much international interest. It has also prompted Finnish academics to offer systemic explanations typically linked to the structural qualities of Finnish schooling and teacher education. Less well-known has been the modest mathematics performance of Finnish grade 8 students on the two Trends in International Mathematics and Science Study (TIMSS) in which Finland has participated, which, when compared with its PISA successes, has created something of an enigma. In this paper, we attempt to shed light on this enigma through analyses of Finnish mathematics classroom practice that draw on two extant data sets-interviews with Finnish teacher educators and video-recordings of sequences of lessons taught on standard topics. Due to the international interest in Finnish PISA success, the analyses focus primarily on the resonance between classroom practice and the mathematical literacy component of the PISA assessment framework. The analyses indicate that Finnish mathematics didactics are more likely to explain the modest TIMSS achievements than PISA successes and allude to several factors thought to be unique to the Finns, which, unrelated to mathematics teaching practices, may be contributory to the repeated Finnish PISA successes. Some implications for policy-borrowing are discussed.

• 23.
Université de Haute-Alsace, Mulhouse, France. Université de Haute-Alsace, Mulhouse, France . Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Structure and Cohomology of 3-Lie Algebras Induced by Lie Algebras2014In: Springer Proceedings in Mathematics and Statistics, Berlin, Heidelberg: Springer, 2014, Vol. 85, p. 123-144Conference paper (Refereed)

The aim of this paper is to compare the structure and the cohomology spaces of Lie algebras and induced 3-Lie algebras

• 24.
Minho universitet, Portugal.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Why do student teachers enrol for a teaching degree? A study of teacher recruitment in Portugal and Sweden2014In: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 40, no 4, p. 328-343Article in journal (Refereed)

This paper reports on findings from an exploratory study carried out in Portugal and Sweden, concerning student teacher recruitment to Initial Teacher Education (ITE) programmes. It addresses issues such as the motivations and expectations of the student teachers regarding the teaching profession. Drawing upon existing related literature, a questionnaire was designed and sent to student teachers in Portugal and in Sweden. In total, 112 and 157 student teachers participated in the study, respectively. Data suggest a given profile of a student teacher making it possible to analyse some of key characteristics in both countries. The comparison between countries in combination with suggestions and recommendations from student teachers indicate that the recruitment process may be supported if the information about the design, content and the aims of ITE programmes are clarified and made explicit.

• 25.
Jönköping Univ, Sweden.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Jönköping Univ, Sweden.
Frequency of occurrence and child presence in family activities: a quantitative, comparative study of children with profound intellectual and multiple disabilities and children with typical development2014In: INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES, ISSN 2047-3869, Vol. 60, no 1, p. 13-25Article in journal (Refereed)

Objectives: The objective was to investigate the performance aspect of participation, operationalized as the frequency of occurrence of family activities and child presence in these activities for children with profound intellectual and multiple disabilities (PIMD) and children with typical development (TD). The focus was also on how family and child characteristics are related to the frequency of occurrence of family activities. This is part of a larger research project investigating facilitating factors for participation in children with PIMD. Methods: A descriptive, comparative study was performed using a questionnaire developed for the purpose. Results: In the families with a child with PIMD, the majority of activities occurred less often than in families with children with TD. In both groups, relationships were found between the frequency of occurrence of family activities and total family income, as well as the educational level of the parents. For children with PIMD, motor ability, cognition, health, and behaviour, were related to frequency of occurrence. Moreover, the presence of the children in the activities differed in the two groups; the children with PIMD were present in the activities less often. Discussion: Considering a long-term perspective, low occurrence of family activities and child presence may affect child development and everyday functioning. Knowledge about factors related to the occurrence of family activities and child presence in them, as well as an understanding of its causes, can promote the provision of everyday natural learning opportunities for children with PIMD.

• 26.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Tre mammor berättar om sina barns tid i förskola och förskoleklass samt övergången däremellan2017In: Barn och unga i skola och samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: Mälardalen University Sweden , 2017, 31Chapter in book (Refereed)

Syftet med den studie som ligger till grund för detta bokkapitel var att belysa tre mammors upplevelser av sina barns väg från förskola till förskoleklass. En kvalitativ forskningsansats, livsberättelser och en bioekologisk innehållsanalys användes. Studien visade att barns tid i förskola och förskoleklass samt övergången däremellan kan se olika ut. Den visade också att mammor kan känna oro för att deras barn inte ska få det stöd som de behöver för att kunna delta, lära sig och utvecklas i förskola och förskoleklass. Dessutom visade studien att mammor kan ta en aktiv del i arbetet med att förebygga och lösa problem i förskola och förskoleklass. De tre mammorna ville sina barns bästa och inriktade sina krafter på att de skulle få en så trygg och harmonisk tid i förskola och förskoleklass som möjligt. De ville också att deras barn skulle få intellektuell stimulans och nödvändiga behov tillgodosedda.

• 27.
Mälardalen University, School of Innovation, Design and Engineering, Innovation and Product Realisation.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
En undersökning av entreprenörskap i förskola och skola i Västmanland: Nuläge, utmaningar och behov2016Report (Other academic)
• 28.
Mälardalen University, School of Innovation, Design and Engineering, Innovation and Product Realisation.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Entrepreneurial Learning in Education: Preschool as a Take-Off for the Entrepreneurial Self2015In: Journal of Education and Training, ISSN 2330-9709, Vol. 2, no 2, p. 40-58Article in journal (Refereed)

Recently the phenomenon of entrepreneurship by political aspirations has entered the school setting. This is a world-wide development affecting education in practice and theory. In 2009 the Swedish Government launched a strategy stating that entrepreneurship should run like a common thread through the educational system. Since childhood is considered the ideal stage to influence attitudes towards entrepreneurship, and preschool constitutes the beginning of this publicly imposed “red thread”, this setting is of particular interest. In school practice the concept of entrepreneurship is translated into entrepreneurial learning. In this study we seek to investigate what characterises entrepreneurial learning in a preschool context according to preschool teachers by conducting both critical incident questionnaires and an in-depth interview using stimulated recall method. The empirical results suggest that entrepreneurial learning has developed the preschool teachers’ educational discussions and has affected the children’s entrepreneurial skills. Further, when analysing the material as to what supports and hinders a positive entrepreneurial learning situation, four main themes emerged: ongoing reflection, active participation, a meaningful learning situation and a tolerant atmosphere.

• 29.
Danderyds Gymnasium, Danderyd, Sweden.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Umeå University, Umeå, Sweden. Uppsala University, Uppsala, Sweden.
Semi-Bloch Functions in Several Complex Variables2016In: Journal of Geometric Analysis, ISSN 1050-6926, E-ISSN 1559-002X, Vol. 26, no 1, p. 463-473Article in journal (Refereed)

Let M be an n-dimensional complex manifold. A holomorphic function f:M→C is said to be semi-Bloch if for every λ∈C the function (Formula presented.) is normal on M. We characterize semi-Bloch functions on infinitesimally Kobayashi non-degenerate M in geometric as well as analytic terms. Moreover, we show that on such manifolds, semi-Bloch functions are normal.

• 30.
Hacettepe University.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Local Contingencies in L2 Tasks: A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types2017In: Bellaterra Journal of Teaching & Learning Language & Literature, ISSN 2013-6196, Vol. 10, no 3, p. 9-27Article in journal (Refereed)

Recent research on L2 interaction and interactional competencies shows that L2 learners deploy a great diversity of interactional resources and adapt their talk to context-sensitive differences in various institutional settings. Although there is a growing interest in how these resources vary in different settings, comparative investigations into the interactional mechanisms in different contexts is scarce. With this mind, using Conversation Analysis, this study sets out to provide a snapshot of how a focal L2 learner manifests an observable diversity in task openings of a face-to-face discussion task and an online emergent information gap task. We focus on the first encounters with these two task types and settings and describe participant orientations to context-sensitive conduct on a turn-by-turn basis. The findings demonstrate differences in turn taking, allocation and design as well as in action formation, thus contributing to L2 interactional competence research based on comparative analyses of two single cases.

• 31.
Hacettepe Üniversitesi, Ankara, Turkey.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Hacettepe Üniversitesi, Ankara, Turkey.
The coordination of online L2 interaction and orientations to task interface for epistemic progression2017In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 115, p. 115-129Article in journal (Refereed)

The role of knowledge in social interaction has been a recent research concern across several fields and the emergence of epistemics as a concept to understand information exchanges has been facilitated mainly through conservation analytic investigations (Heritage, 2012a,b). Relative epistemic status of speakers (Heritage, 2012a) has appeared to be a layer in the multidimensional body of action and knowledge co-construction (Goodwin, 2013). Although the nature of knowledge exchange processes in mundane talk and learning settings has been described in a number of studies, such an understanding has been explored to a lesser extent in technology-mediated and online interactional environments. With this in mind,, we draw on multimodal conversation analysis to describe online video-based interactions based on a single case analysis that represents a larger corpus of 70 h of screen recordings. The findings reveal the incorporation of online interaction, screen orientations, and knowledge co-construction for task accomplishment purposes. The participants coordinate their interactions with their orientations to the task interface to enact epistemic progression, which consequently turns the interface into a layer, a semiotic field, and a screen-based resource in the course of knowledge co-construction. The results have important implications for research on online interaction and epistemics as well as for an understanding of coordination of multiple actions in geographically dispersed settings.

• 32.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
American Option pricing under Mutiscale Model using Monte Carlo and Least-Square approach2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis

In the finance world, option pricing techniques have become an appealing topic among researchers, especially for pricing American options. Valuing this option involves more factors than pricing the European style one, which makes it more computationally challenging. This is mainly because the holder of American options has the right to exercise at any time up to maturity. There are several approaches that have been proved to be efficient and applicable for maximizing the price of this type of options. A common approach is the Least squares method proposed by Longstaff and Schwartz. The purpose of this thesis is to discuss and analyze the implementation of this approach under the Multiscale Stochastic Volatility model. Since most financial markets show randomly variety of volatility, pricing the option under this model is considered necessary. A numerical study is performed to present that the Least-squares approach is indeed effective and accurate for pricing American options.

• 33.
Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Lgr11 – stöd eller begränsning?: Lärares röster om styrdokument och reformens påverkan på deras matematikundervisning2014Licentiate thesis, monograph (Other academic)

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.

• 34.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Malardalen Univ, Vasteras, Sweden..
Support or Restriction: Swedish Primary School Teachers' Views on Mathematics Curriculum Reform2015In: Views and Beliefs in Mathematics Education, 2015, p. 67-80Conference paper (Refereed)

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.

• 35.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Förskollärares och barnskötares tankar om professionellt förhållningssätt och makt i arbetslaget: ”Vi bygger ett fundament, antingen bygger man ett korthus som lätt rasar eller så bygger man med cement”2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis

Syftet är att undersöka hur förskollärare och barnskötare beskriver professionellt förhållningssätt och makt gentemot varandra som kollegor samt hur professionellt förhållningssätt och makt kommer till uttryck i praktiken. Semistrukturerade intervjuer har genomförts med åtta deltagare. Resultatet visar en medvetenhet om professionellt förhållningssätt hos de åtta deltagarna. En av de saker som framkom var vikten av att kunna skilja på sin privata roll och sin yrkesroll, att vara lyhörd och att kunna se och lyfta varandras styrkor. Det framkom även att makt var något som de åtta deltagarna inte reflekterat kring, men att det ändå hade en förståelse för vad makt innebär. Resultatet påvisar att deltagarna var ense om att det finns positiv och negativ makt. Slutsatsen är att medvetenheten om vikten av professionellt förhållningssätt stämmer överens med vad litteraturen säger. Dock kan det i slutsatsen konstateras att makt är något som behöver lyftas mer i arbetslagen

• 36.
University of East Anglia, Norwich, United Kingdom.
Loughborough University, Loughborough, United Kingdom. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Communities in university mathematics2014In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 16, no 2, p. 161-176Article in journal (Refereed)

This paper concerns communities of learners and teachers that are formed, develop and interact in university mathematics environments through the theoretical lens of Communities of Practice. From this perspective, learning is described as a process of participation and reification in a community in which individuals belong and form their identity through engagement, imagination and alignment. In addition, when inquiry is considered as a fundamental mode of participation, through critical alignment, the community becomes a Community of Inquiry. We discuss these theoretical underpinnings with examples of their application in research in university mathematics education and, in more detail, in two Research Cases which focus on mathematics students' and teachers' perspectives on proof and on engineering students' conceptual understanding of mathematics. The paper concludes with a critical reflection on the theorising of the role of communities in university level teaching and learning and a consideration of ways forward for future research.

• 37.
Jönköping university.
Jönköping university. Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Jönköping university.
Patterns of participation and support in preschool settings for children with and without need for additional support.2014Conference paper (Refereed)
• 38.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Lärares upplevelser av ett problemspecifik underlag för att leda helklassdiskussioner i matematik2017Independent thesis Advanced level (degree of Master (One Year)), 240 HE creditsStudent thesis

Problemlösningslektioner innehåller i regel en avslutande helklassdiskussion. Att leda en sådan diskussion ställer höga krav på läraren i att föra diskussionen framåt på ett sätt som gynnar elevernas lärande och inte underminerar deras tankegångar. Ett sätt att underlätta planeringen av lektionen och diskussionen kan vara lärarhandledningar för specifika problem. När lärarhandledningar utformas tar de oftast inte hänsyn till lärarens behov och används därför sällan fullt ut i praktiken. För att handledningen ska användas och fylla sitt syfte behöver lärares upplevelser tas med i beräkning när de utformas. Den här fallstudien syftar till att ta reda på fyra lärares upplevelser av att leda en matematisk helklassdiskussion med hjälp av en problemspecifik lärarhandledning. Data samlades in via intervjuer och observationer. Intervjuerna transkriberades och analyserades. Lärarna fann konkretiseringen av lärarhandledningen som stödjande. Det som de ville ha ytterligare stöd i var fler typer av frågor att ställa till eleverna under diskussionen.

• 39.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Koll på strukturerna: Några didaktiska reflektioner2016In: Litteratur och språk / [ed] Ingemar Haag, Akademin för utbildning, kultur och kommunikation , 2016, p. 143-148Chapter in book (Other academic)
• 40.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Interaktionell lingvistik2015In: Sociolingvistik i praktiken / [ed] Sally Boyd & Stina Ericsson, Lund: Studentlitteratur AB, 2015, p. 159-175Chapter in book (Other academic)
• 41.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Styra och stötta: Exempel på språkutvecklande lärarkommunikation i ett flerspråkigt klassrum2017In: Nyanlända, interkulturalitet och flerspråkighet i klassrummet / [ed] Pirjo Lahdenperä, Eva Sundgren, Stockholm: Liber, 2017, p. 202-226Chapter in book (Other academic)

I det här kapitlet beskriver vi hur en lärares sätt att kommunicera med sina elever kan forma klassrumsklimatet och påverka elevernas hela lärandesituation genom att ge dem möjligheter att utveckla både förståelsen för ämnesstoffet och sin egen kommunikationsförmåga. Till grund för beskrivningen ligger observationer och inspelningar av en lärares undervisning i en femteklass samt intervjuer med denna lärare. I klassen finns många elever med svenska som sitt andraspråk och några av dem är nyanlända.

Ett genomgående motiv i det vi uppmärksammar här är att läraren med hjälp av såväl verbala som icke-verbala medel både stöttar eleverna i deras lärande och styr över det som sker i klassrummet. I själva verket går stöttning och styrning oftast hand i hand. Vår förhoppning är att exemplen, hämtade från autentisk klassrumsinteraktion, ska fungera som en illustration av och inspiration för vad aktiva lärare kan göra för att främja sina elevers kommunikativa färdigheter.

• 42.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
RFB Consulting, Sweden.
Classifying Households by the (Sobolev) Norms of their Electricity Consumption2014In: Energy Procedia, ISSN 1876-6102, E-ISSN 1876-6102, Vol. 61, p. 1870-1873Article in journal (Refereed)

Numerical time series, but especially periodic such, are characterized up to pertinent symmetries by families of norms. The electricity consumption by a household, recorded daily during a month’s time, say, may then be encoded in a sequence of numbers; for example, as follows: the mean daily consumption, the mean daily variation of the consumption, the variation of the variation, the variation of the variation of the variation, etc. Now, replacing each of these numbers by the digits 0, 1, or 2, to say that a number is â€œlowâ€, â€œmediumâ€, or â€œhighâ€, in relation to a collection of households, one naturally partitions the collection by the strings of these three digits; the household labeled 102 â€Š has then medium daily consumption, low daily variation, but high variation of variation, etc. We generally discuss this innocent idea and examine it in three ways: by way of toy examples, through its mathematical model (in detail presented elsewhere) and by accordingly classifying some actual electricity consumption data.

• 43.
Jönköping University, Jönköping, Sweden.
Jönköping University, Jönköping, Sweden; Oslo University, Oslo, Norway . Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Jönköping University, Jönköping, Sweden.
Sweden's LSS and Social Integration: An Exploration of the Relationship between Personal Assistant Type, Activities, and Participation for Children with PIMD2016In: Journal of Policy and Practice in Intellectual Disabilities, ISSN 1741-1122, E-ISSN 1741-1130, Vol. 13, no 1, p. 50-60Article in journal (Refereed)

The Swedish personal assistance system, facilitated through Swedish legislation (known as the LSS), allows children with profound intellectual and multiple disabilities (PIMD) to receive subsidized personal assistance. This assistance may be either a hired professional from outside the family or a parent paid as a personal assistant. The type of personal assistant can impact activity selection. As noted by bio-ecological systems theory, participation in "systems" beyond the household is important for a child's cognitive and social development, including the development of children with disabilities. The authors explored whether children's personal assistant type (i.e., external or parental) is related to their presence in socially integrative activities (SIAs) versus non-socially integrative activities (NSIAs). The relationship between children's activity engagement and their personal assistant type was examined via a descriptive, comparative study based on a questionnaire. Sixty families answered, providing quantitative data about personal assistance type across 56 common family activities. Children's external assistants showed a greater presence in SIAs than children's parental assistants, who showed a greater presence in NSIAs. The level of activity engagement between personal assistant type, however, had a less direct relationship. In accordance with bio-ecological systems theory, activity selection can influence the child's cognitive and social development. Ultimately, this study suggests that external assistants partake in more SIAs than parental assistants, likely as a function of providing respite for families. This respite stems from the LSS's implicit role for external personal assistants to also serve as relief for parents. In turn, by facilitating exposure to broader systems, these external assistants can play a critical role in children's social and cognitive development.

• 44.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
An analytical tool for separating mathematical problems from exercises in mathematics textbooksManuscript (preprint) (Other academic)
• 45.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Problem solving in mathematics textbooks2015Licentiate thesis, comprehensive summary (Other academic)

The aim of this study is to analyse how mathematical problem solving (MPS) is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering a) the quantity of tasks that are actually mathematical problems (MPs), b) their location in the chapter, c) their difficulty level, and d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as MPs, and that those that are MPs are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.

• 46.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Problem solving in Swedish mathematics textbooks for upper secondary school2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 6, p. 577-593Article in journal (Refereed)

The aim of this study is to analyse how mathematical problem solving is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering (a) the quantity of tasks that are actually mathematical problems, (b) their location in the chapter, (c) their difficulty level, and (d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as mathematical problems, and that those that are mathematical problems are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.

• 47.
Stockholm University, Sweden.
Stockholm University, Sweden. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Ethnicity and class matters: Experiences in Swedish higher education2014In: Student Voices on Inequalities in European Higher Education: Challenges for Theory, Policy and Practice in a Time of Change, Taylor and Francis , 2014, p. 63-73Chapter in book (Other academic)
• 48.
Aarhus University, Denmark.
Stockholms Universitet, Sweden. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. University College Capital, Copenhagen, Denmark.
Preschool teacher’s View on Learning in Preschool in Sweden and Denmark.2014In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 22, no 5, p. 590-603Article in journal (Refereed)

The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children's learning in preschool. The study aimed to answer the following questions: What is 'learning'? How do children learn? What are the best conditions for children's learning? What is the role of participation in children's learning? The results show that from the teacher's perspectives, children's learning is connected to children's social interaction and development in which the children's initiatives are crucial. Learning, to a great extent, results from children's active involvement. There are many similarities between how Danish and Swedish preschool teachers think of learning and participation. This supports earlier assumption about the coherence of Nordic preschool beliefs which unites education and care.

• 49.
Aarhus University, Denmark.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Stockholms Universitet, Sweden. University of Melbourne, Australia. RMIT University, Melbourne, VIC, Australia . Professionshøjskolen, University College Capital, Copenhagen, Denmark . Bavarian State Institute of Early Childhood Research, Munich, Germany. University of Education Ludwigsburg, Germany. Staatsinstitut für Frühpädagogik, Eckbau Nord, Munich, Germany . Talinn University, Talinn, Estonia . University of Western Macedonia, Florina, Greece.
Preschool teachers views on children’s learning: An international perspective2015In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 5, p. 824-847Article in journal (Refereed)

This comparative study investigated the perspectives of preschool teachers in Australia, Denmark, Estonia, German, Greece and Sweden aboutlearning and participation in preschool. A structured survey questionnaire investigated four main questions: What situations can be characterised as learning? What activities are important for learning? What are the best conditions for children's learning? How do preschool teachersunderstand participation in relation to children's learning in preschool? Results suggest that play, interactions with other children and adults, the provision of different activities and teacher support are important for children's learning. While similarities were noted, results indicate some disparity between countries and a further in-depth interview-style study is recommended to provide a deeper understanding of teachers’perspectives and practices around children's learning.

• 50.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
Hom-associative Ore extensions2018In: Journal of Physics, Conference Series, ISSN 1742-6588, E-ISSN 1742-6596, Vol. 965, no 1, article id 012006Article in journal (Refereed)

We introduce hom-associative Ore extensions as non-associative, non-unital Ore extensions with a hom-associative multiplication, as well as give some necessary and sufficient conditions when such exist. Within this framework, we also construct a family of hom-associative Weyl algebras as generalizations of the classical analogue, and prove that they are simple.

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