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  • 1.
    Gynne, Annaliina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sert, Olcay
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Digitaliserad reflektion kring lärares agerande i klassrumsinteraktion2022In: 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.

  • 2.
    Kaufmann, Odd Tore
    et al.
    Mälardalen University, School of Education, Culture and Communication. University college of Östfold, Norway.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom2022In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774Article in journal (Refereed)
    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.

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    Kaufmann, Larsson, Ryve 2022
  • 3.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Exploring a framework for classroom culture: A case study of the interaction patterns in mathematical whole-class discussions2015In: Proceedings of CERME9: 9th Congress of European Research in Mathematics Education, Prague, February, 4-8, 2015 / [ed] K. Krainer & N. Vondrová, Prague: PedF UK v Praze and ERME , 2015, p. 3065-3071Conference paper (Refereed)
    Abstract [en]

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

  • 4.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Incorporating the practice of arguing in Stein et al.'s model for helping teachers plan and conduct productive whole-class discussions2015In: Development of Mathematics Teaching: Design, Scale, Effects: Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February, 4-5, 2014 / [ed] O. Helenius, A. Engström, T. Meaney, P. Nilsson, E. Norén, J. Sayers, & M. Österholm, Linköping: SMDF , 2015, p. 97-106Conference paper (Refereed)
    Abstract [en]

    How can pedagogical models support in-service and pre-service teachers in the complexity of orchestrating productive mathematical whole-class discussions? The overarching aim of this paper is to elaborate on a newly developed model to make it an even more useful tool for teachers to manage the challenging task of conducting productive whole-class discussions. Analyses of audio-recorded interviews and video-recorded whole-class discussions with a proficient mathematics teacher result in principles for how student solutions can be sequenced in order to take into account argumentation as well as connection-making in whole-class discussions. The findings suggest broadening the last practice in the five practices model to also incorporate the practice of arguing.

  • 5.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Orchestrating mathematical whole-class discussions in the problem-solving classroom: Theorizing challenges and support for teachers2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Promising teaching approaches for developing students’ mathematical competencies include the approach of teaching mathematics through problem solving. Orchestrating a whole-class discussion of students’ ideas is an important aspect of teaching through problem solving. There is a wide consensus within the field that it is very challenging for the teacher to conduct class discussions that both build on student ideas and highlight key mathematical ideas and relationships. Further, fostering argumentation in the class, which is important for students’ participation, is also a grand challenge. Teachers need support in these challenges. The aim of the thesis is to characterize challenges and support for mathematics teachers in orchestrating productive problem-solving whole-class discussions that focus on both mathematical connection-making and argumentation. In particular, it is investigated how Stein et al.’s (2008) model with five practices – anticipating, monitoring, selecting, sequencing and connecting student solutions – can support teachers to handle the challenges and what constitutes the limitations of the research-based and widely-used model. This thesis builds on six papers. The papers are based on three intervention studies and on one study of a mathematics teacher proficient in conducting problem-solving class discussions. Video recordings of observed whole-class discussions as well as audio-recorded teacher interviews and teacher meetings constitute the data that are analyzed. It is concluded in the thesis that the five practices model supports teachers’ preparation before the lesson by the practice of anticipating. However, making detailed anticipations, which is shown to be both challenging and important to foster argumentation in the class, is not explicitly supported by the model. Further, the practice of monitoring supports teachers in using the variety of student solutions to highlight key mathematical ideas and connections. Challenging aspects not supported by the monitoring practice are, however, how to interact with students during their exploration to actually get a variety of different solutions as a basis for argumentation. The challenge of selecting and sequencing student solutions is supported for the purpose of connection-making, but not for the purpose of argumentation. Making mathematical connections can be facilitated by the last practice of connecting, with the help of the previous practices. However, support for distinguishing between different kinds of connections is lacking, as well as support for creating an argumentative classroom culture. Since it is a great challenge to promote argumentation among students, support is needed for this throughout the model. Lastly, despite the importance and challenge of launching a problem productively, it is not supported by the model. Based on the conclusions on challenges and support, developments to the five practices model are suggested. The thesis contributes to research on the theoretical development of tools that support teachers in the challenges of orchestrating productive problem-solving whole-class discussions.

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  • 6.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Samverkan kring lärares roll i orkestrering av matematiska helklassdiskussioner med fokus på stöttande nyckelpraktiker2022In: Utbildningsvetenskapliga perspektiv på samverkan / [ed] Annaliina Gynne; Max Jakobsson; Johannes Rytzler, Studentlitteratur AB, 2022, p. 142-160Chapter in book (Other academic)
  • 7.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sensitizing Stein et al.'s five practices model to challenges crucial for argumentation in mathematical whole-class discussionsManuscript (preprint) (Other academic)
  • 8.
    Larsson, Maria
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication.
    Balancing on the edge of competency-oriented versus procedural-oriented practices: orchestrating whole-class discussions of complex mathematical problems2012In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 24, no 4, p. 447-465Article in journal (Refereed)
    Abstract [en]

    Establishing and maintaining key mathematical practices in wholeclass discussions, such as justifying claims, representing mathematical objects and making connections between the representations, is crucial to the development of students' mathematical competencies. The aim of this article is to investigate how and why the establishment of key mathematical practices in whole-class discussions varies in a teaching mathematics through problemsolving project. Analyses of transcribed video-recorded whole-class discussions result in the suggestion that the complexity of the mathematical problem itself as well as the complexity related to teaching the problem may contribute to more procedure-oriented practices instead of competency-oriented practices that create opportunities for the students to develop their mathematical competencies on a broad front. However, the results also suggest that the teaching of complex mathematical problems might develop the teacher's establishment and maintenance of key mathematical practices. Researchers initiating an intervention project hence have to consider both the students' and the teacher's learning trajectories, which might not always coincide. Other important aspects for the researcher to consider are discussed and pointed out as important areas for future research, such as how explicit introduction of appropriate frameworks may support teachers in learning to teach mathematics through problem solving.

  • 9.
    Larsson, Maria
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication.
    EFFECTIVE TEACHING THROUGH PROBLEM-SOLVING BY SEQUENCING AND CONNECTING STUDENT SOLUTIONS2011In: Proceedings of NORMA11: The sixth Nordic conference on mathematics education in Reykjavik, May 11-14 2011 / [ed] G. H. Gunnarsdóttir, F. Hreinsdóttir, G. Pálsdóttir, M. Hannula, M. Hannula-Sormunen, E. Jablonka, U. T. Jankvist, A. Ryve, P. Valero, & K. Waege, Reykjavik: University of Iceland Press , 2011, p. 425-434Conference paper (Refereed)
    Abstract [en]

    How can researchers support teachers in the complexity of orchestrating productive mathematical whole-class discussions based on students’ solutions to challenging problems? This study has two aims: Firstly, to study how the teacher can select, sequence and connect different student solutions in order to effectively orchestrate mathematical whole-class discussions. Secondly, to critically reflect on the role of the researchers in this intervention project. Analyses of audio recorded interviews and video recorded whole-class discussions result in suggestions for how student solutions can be sequenced in this particular case to set the scene for connecting them with each other and with key mathematical ideas. We further critically reflect on how we as researchers can improve our work in supporting practicing teachers.

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    NORMA 2011 Larsson Ryve
  • 10.
    Nilsson, Per
    et al.
    Orebro Univ, Sch Sci & Technol, Orebro, Sweden..
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Characterizing theories aimed at supporting teachers' mathematical classroom practices2017In: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) / [ed] Dooley, T Gueudet, G, DUBLIN CITY UNIV GLASNEVIN CAMPUS, INST EDUCATION , 2017, p. 3865-3872Conference paper (Refereed)
    Abstract [en]

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

  • 11.
    Olsson, Jan
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Dalarna university, Sweden, Umeå universitet, Sweden.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Granberg, Carina
    Umeå University, Sweden.
    Persberg, Ann-Sofie
    Lerbergsskolan, Sweden.
    Salomonsson, Lena
    Lerbergsskolan, Sweden.
    D'Arcy, Denice
    Lerbergsskolan, Sweden.
    Designing teaching for creative mathematical reasoning combinedwith retrieval practice2024In: 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 (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.

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  • 12.
    Ryve, Andreas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nilsson, Per
    Linnéuniversitetet.
    Analyzing Content and Participation in Classroom Discourse: Dimensions of Variation, Mediating Tools, and Conceptual Accountability2013In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 57, no 1, p. 101-114Article in journal (Refereed)
    Abstract [en]

    Balancing content and students' participation in the mathematics classroom is an area of both practical and theoretical interest. In this article we relate and contribute to these two interests by analyzing classroom data from an intervention project aiming at teaching mathematics through problem solving. The study shows that several aspects such as mediating tools, the teacher's conceptual accountability and interactional moves play important roles in the nature of the co-construction of critical dimensions of variation. We therefore suggest that an analysis of content and participation in the mathematics classroom would benefit from drawing on several theoretical sources. As such, the study could be seen as a contribution to recent elaborations on developing variation theory for analyzing the enacted object of learning.

  • 13.
    Sert, Olcay
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Gynne, Annaliina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction2024In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022Article in journal (Refereed)
    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.

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  • 14.
    Sjölund, Simon
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lindvall, Jannika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Mapping roles in research-practice partnerships – a systematic literature review2022In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397Article in journal (Refereed)
    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.

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  • 15.
    Sjölund, Simon
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lindvall, Jannika
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Using research to inform practice through research‐practice partnerships: A systematic literature review2022In: Review of Education, E-ISSN 2049-6613, Vol. 10, no 1, article id e3337Article in journal (Refereed)
    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.

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  • 16.
    Van Steenbrugge, Hendrik
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Larsson, Maria
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Insulander, Eva
    Stockholm University, Sweden.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Curriculum support for teachers' negotiation of meaning: a collective perspective2018In: Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues. / [ed] Fan L., Trouche L., Qi C., Rezat S., Visnovska J., Springer Publishing Company, 2018, p. 167-191Chapter in book (Refereed)
    Abstract [en]

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

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