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Carlsson, Jessica
Alternativa namn
Publikasjoner (6 av 6) Visa alla publikasjoner
Elofsson, J. (2017). Children’s early mathematics learning and development: Number game interventions and number line estimations. (Doctoral dissertation). Linköping: Linköping University Electronic Press
Åpne denne publikasjonen i ny fane eller vindu >>Children’s early mathematics learning and development: Number game interventions and number line estimations
2017 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Alternativ tittel[sv]
Barns tidiga lärande och utveckling i matematik : Numeriska spelinterventioner och skattningar av tal på tallinjer
Abstract [en]

Children’s early mathematics learning and development have become a topic of increasing interest over the past decade since early mathematical knowledge and skills have been shown to be a strong predictor of later mathematics performance. Understanding how children develop mathematical knowledge and skills and how they can be supported in their early learning could thus prove to be a vital component in promoting learning of more formal mathematics.

In light of the above, with this thesis I sought to contribute to an increased understanding of children’s early mathematics learning and development by examining effects of playing different number games on children’s number knowledge and skills, and by investigating children’s representations of numbers on number line tasks.

Two number game intervention studies were performed, and effects of three different number game conditions (linear number, circular number and nonlinear number) were investigated by examining 5- and 6-year-old children’s pre- and posttest performance on different numerical tasks. The findings indicate that playing number games in general support children’s development of number knowledge and skills, where the specific learning outcomes are affected differently depending on the type of number game utilized.

To elucidate children’s representations of numbers, their performance on two different  umber line tasks have been analyzed using a latent class modeling approach. The results reveal that there is a heterogeneity in 5- and 6-year-old children’s number line estimations and subgroups of children showing different estimation patterns were distinguished. In addition, it is shown that children’s number line estimations can be associated to their number knowledge as well as to task specific aspects.

The findings presented in this thesis contribute to the discussion of the value of selecting game activities in a conscious way to support children’s early mathematics learning and development. They also add to the discussion regarding the number line task and how children’s number line estimations can be analyzed and interpreted.

sted, utgiver, år, opplag, sider
Linköping: Linköping University Electronic Press, 2017. s. 92
Serie
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 199
Emneord
mathematics learning and development; number knowledge and skills; intervention; number games; number line estimation; representations of number, lärande och utveckling i matematik; numeriska kunskaper och färdigheter; intervention; numeriska spel; skattningar av tal på tallinjer; representationer av tal.
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-137477 (URN)10.3384/diss.diva-137477 (DOI)9789176855171 (ISBN)
Disputas
2017-06-16, I:101, Hus I, Campus Valla, Linöping, 13:00 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2017-05-17 Laget: 2017-05-17 Sist oppdatert: 2019-04-09bibliografisk kontrollert
Carlsson, J., Gustafson, S., Samuelsson, J. & Andersson, U. (2017). Effects of playing number games on 6-year-old children’s number knowledge and skills. Linköping studies in Behavioral Science
Åpne denne publikasjonen i ny fane eller vindu >>Effects of playing number games on 6-year-old children’s number knowledge and skills
2017 (engelsk)Inngår i: Linköping studies in Behavioral Science, ISSN 1654-2029Artikkel i tidsskrift (Fagfellevurdert) Published
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-158109 (URN)
Tilgjengelig fra: 2019-06-25 Laget: 2019-06-25 Sist oppdatert: 2019-08-08bibliografisk kontrollert
Carlsson, J., Gustafsson, S., Samuelsson, J. & Andersson, U. (2017). Investigating children’s number line estimation patterns using Latent class regression analysis. Linköping studies in Behavioral Science
Åpne denne publikasjonen i ny fane eller vindu >>Investigating children’s number line estimation patterns using Latent class regression analysis
2017 (engelsk)Inngår i: Linköping studies in Behavioral ScienceArtikkel i tidsskrift (Fagfellevurdert) Published
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-158110 (URN)
Tilgjengelig fra: 2019-06-25 Laget: 2019-06-25 Sist oppdatert: 2019-08-07bibliografisk kontrollert
Carlsson, J., Englund Bohm, A., Jeppsson, C. & Samuelsson, J. (2016). Physical activity and music to support pre-school children’s mathematics learning in Sweden. Education 3-13, 46(5), 483-493
Åpne denne publikasjonen i ny fane eller vindu >>Physical activity and music to support pre-school children’s mathematics learning in Sweden
2016 (engelsk)Inngår i: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 46, nr 5, s. 483-493Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In order to give all children equal opportunities in school, methods to prevent early differences are needed. The overall aim of this study was to investigate the effectiveness of two structured teaching methods: Math in Action, characterised by physical activity and music, and common numerical activities. Children (28 girls, 25 boys) were assigned to 1 of the 2 conditions during a period of 3 weeks (2 times a week for a 30-minute session). The results show that children who learn mathematics in an environment characterised by physical activity and music develop their mathematical abilities significantly more than children who learn mathematics through common number activities. We have also shown that children with different motor skill abilities benefit from learning mathematics in an environment characterised by physical activity and music.

sted, utgiver, år, opplag, sider
Routledge, 2016
Emneord
Mathematics, learning, teaching, physical activity, musical activity
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-158106 (URN)10.1080/03004279.2016.1273250 (DOI)000433012200001 ()2-s2.0-85007288171 (Scopus ID)
Tilgjengelig fra: 2019-06-25 Laget: 2019-06-25 Sist oppdatert: 2019-08-06bibliografisk kontrollert
Engvall, M., Sveider, C. & Elofsson, J. (2013). Tutor experiences from municipality Learning Study projects in Mathematics. In: : . Paper presented at The World Association of Lesson Studies (WALS) International Conference at the University of Gothenburg, Sweden, September 6-9, 2013. (pp. 203-204).
Åpne denne publikasjonen i ny fane eller vindu >>Tutor experiences from municipality Learning Study projects in Mathematics
2013 (engelsk)Konferansepaper, Poster (with or without abstract) (Fagfellevurdert)
Abstract [en]

Background An evaluation report of the mathematics initiative in Sweden points out certain aspects for succeeding in using Learning Study as a method for developing mathematics education. These aspects are (1) a limited content, (2) qualified tutoring, (3) set-aside time and (4) supportive school leaders. Purpose Our purpose is to share our experiences from tutoring different municipality Learning Study projects, by highlighting aspects that could be regarded as crucial for a successful project. Design In order to get better results in students' achievements in mathematics, the teachers attended a municipality Learning Study project, aimed to develop mathematics teaching, especially with focus on content. The first project started in 2010 and the last ongoing project will be finished in spring 2013. Totally approx. 70 mathematics teachers (grade 1-9) together with tutors and project managers were involved. Main activities have been lectures and group discussions of books and articles about Learning Study together with planning, developing and carrying through lessons according to the Learning Study model. Overall, a total amount of about 40 LearningStudies will be fulfilled before summer 2013. Findings As tutors  in the projects we have experienced some aspects that we, from our point of view, believe could affect and be crucial for the outcome of Learning Study projects. We present our findings divided into three main themes (1) General aspects, e.g. visible project management, distinct organization and a compressed Learning Study cycle, (2) Successful groups, e. g. profound understanding of fundamental mathematics, knowledge and awareness about curriculum, and high expectations on students’ achievements. Finally, a third theme has emerged, through analyzing videotaped lessons, tests and materials from project evaluations, (3) Impact on teaching. Some examples are (a) increased and conscious use of manipulatives, (b) increased use of group discussions, and (c) less time for students’ individual work in textbooks. 

Emneord
Learning study, Mathematics, Tutor, Experience, Municipality project
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-129341 (URN)
Konferanse
The World Association of Lesson Studies (WALS) International Conference at the University of Gothenburg, Sweden, September 6-9, 2013.
Tilgjengelig fra: 2016-06-16 Laget: 2016-06-16 Sist oppdatert: 2016-06-29
Träff, U., Östergren, R. & Carlsson, J. (2012). Do number games improve six-year-old childrens number skills and arithmetical skills?. In: INTERNATIONAL JOURNAL OF PSYCHOLOGY: vol 47, Special Issue: XXX International Congress of Psychology   Supplement: 1. Paper presented at 30th International Congress of Psychology, Cape Town, 2012 (pp. 317-317). Taylor and Francis (Psychology Press): STM, Behavioural Science and Public Health Titles / Taylor and Francis (Psychology Press), 47(SI)
Åpne denne publikasjonen i ny fane eller vindu >>Do number games improve six-year-old childrens number skills and arithmetical skills?
2012 (engelsk)Inngår i: INTERNATIONAL JOURNAL OF PSYCHOLOGY: vol 47, Special Issue: XXX International Congress of Psychology   Supplement: 1, Taylor and Francis (Psychology Press): STM, Behavioural Science and Public Health Titles / Taylor and Francis (Psychology Press) , 2012, Vol. 47, nr SI, s. 317-317Konferansepaper, Publicerat paper (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Taylor and Francis (Psychology Press): STM, Behavioural Science and Public Health Titles / Taylor and Francis (Psychology Press), 2012
Serie
INTERNATIONAL JOURNAL OF PSYCHOLOGY, ISSN 0020-7594 ; Vols 47
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-81226 (URN)000307377703453 ()
Konferanse
30th International Congress of Psychology, Cape Town, 2012
Tilgjengelig fra: 2012-09-10 Laget: 2012-09-10 Sist oppdatert: 2012-09-17
Organisasjoner