liu.seSearch for publications in DiVA
Change search
Link to record
Permanent link

Direct link
BETA
Samuelsson, Joakim
Alternative names
Publications (10 of 73) Show all publications
Samuelsson, J. & Rognmo Adell, E. (2019). Affektiva aspekter och matematik på gymnasiet. Norrköping: Norrköpings kommun
Open this publication in new window or tab >>Affektiva aspekter och matematik på gymnasiet
2019 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Norrköping: Norrköpings kommun, 2019
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-158174 (URN)
Available from: 2019-06-26 Created: 2019-06-26 Last updated: 2019-06-26
Samuelsson, J. & Ringborg Lindgren, M. (2019). Fokuserad undervisning för elever i behov av särskilt stöd. Norrköping
Open this publication in new window or tab >>Fokuserad undervisning för elever i behov av särskilt stöd
2019 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Norrköping: , 2019
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-158171 (URN)
Available from: 2019-06-26 Created: 2019-06-26 Last updated: 2019-06-26
Samuelsson, J. & Westerholm, K. (2019). TUFF-Taluppfattningsutveckling i förskoleklass - en bra start för alla barn.
Open this publication in new window or tab >>TUFF-Taluppfattningsutveckling i förskoleklass - en bra start för alla barn
2019 (Swedish)Report (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-158172 (URN)
Available from: 2019-06-26 Created: 2019-06-26 Last updated: 2019-06-26
Englund Bohm, A., Jeppsson, C. & Samuelsson, J. (2018). Att lära matematik med estetiska lärprocesser. Linköping
Open this publication in new window or tab >>Att lära matematik med estetiska lärprocesser
2018 (Swedish)Report (Other academic)
Abstract [sv]

Syftet med denna studie är att undersöka om och hur lärande i matematik kan främjas av ett estetiskt inspirerat arbetssätt samt om det finns skillnader i resultat mellan barn som är motoriskt starka respektive barn som är motoriskt svaga. Avsikten är också att undersöka vilka aktiviteter och lekar som lämpar sig för att träna barnens förmåga inom valt matematikområde. I studien jämförs matematikutveckling hos två grupper av sexåringar, en grupp (EL) som undervisats genom estetiska lärprocesser, och en grupp (NL) som arbetat med numeriska lekar i den ordinarie förskoleverksamheten.

  1. Vilka skillnader i matematikresultat finns det mellan EL och NL? (Se resultat Del 1)
  2. Vilket samband finns mellan hur frekvent övandet av en matematisk förmåga förekommit i aktiviteterna och matematikresultat? (Se resultat Del 2)
  3. Vilka relationer finns det mellan barnens motoriska förmågor och deras matematikresultat?
    1. Vilka skillnader i resultat finns det mellan barn som undervisats genom estetiska lärprocesser och som har god motorisk förmåga jämfört med barn som har mindre god eller dålig motorisk förmåga? (Se resultat Del 3 :1)
    2. Vilka skillnader i resultat finns det mellan barn som undervisats genom estetiska lärprocesser och som har god motorisk förmåga jämfört med barn som undervisats med numeriska lekar och som har en god motorisk förmåga? (Se resultat Del 3:2)
    3. Vilka skillnader i resultat finns det mellan barn som undervisats genom estetiska lärprocesser och som har mindre god eller dålig motorisk förmåga jämfört med barn som undervisats med numeriska lekar och som har mindre god eller stora motoriska svårigheter? (Se resultat Del 3:3)
    4. Vilka aktiviteter lämpar sig för att träna de olika matematiska förmågor som matematiktestet prövar? (Se resultat Del 4).
Place, publisher, year, edition, pages
Linköping: , 2018. p. 115
Series
Skrifter från Forum för ämnesdidaktik, Linköpings universitet ; 9
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-144817 (URN)
Available from: 2018-02-01 Created: 2018-02-01 Last updated: 2018-02-26Bibliographically approved
Grothérus, A., Jeppsson, F. & Samuelsson, J. (2018). Formative Scaffolding: how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation. Educational action research
Open this publication in new window or tab >>Formative Scaffolding: how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation
2018 (English)In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of the present study is to advocate the use of a participatory action research programme, the Formative Scaffolding Programme (FSP), in mathematics. The FSP’s main structure is presented as well as an implementation of a class intervention, with the aim of exploring the FSP test cycle’s virtues in a social science class in a Swedish upper-secondary school. The motivations for the FSP’s development were to enhance students’ awareness of their mathematical proficiency, alter the level and strength of their self-efficacy, foster self-regulated learning (SRL), reduce and prevent mathematics-related anxiety, and visualise the learning process in mathematics. The primary findings of the study were there was a resemblance between the FSP setting and SRL phases, and that participation in the test cycle altered the level and strength of students’ self-efficacy and fostered self-regulation in a mathematics test situation. The benefits of working in a formative scaffolding manner indicate that it is worth implementing the FSP on a larger scale. The study is an example of how students can engage in transforming classroom practice and be radical agents of change.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Formative feedback, mathematics, scaffolding, self-efficacy, self-regulated learning, participatory action research
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-158122 (URN)10.1080/09650792.2018.1538893 (DOI)2-s2.0-85055707315 (Scopus ID)
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-08-07Bibliographically approved
Östergren, R. & Samuelsson, J. (2018). Is repeated testing of declarative knowledge in mathematics moderated by feedback?. Journal of Education and Culture Studies, 2(3), 209-212
Open this publication in new window or tab >>Is repeated testing of declarative knowledge in mathematics moderated by feedback?
2018 (English)In: Journal of Education and Culture Studies, ISSN 2573-0401, Vol. 2, no 3, p. 209-212Article in journal (Refereed) Published
Abstract [en]

This study set out to examine the effects of repeated testing of students’ declarative knowledge in mathematics in grade 7 (13-14 years old) and to what extent feedback moderates the effect of continually testing students’ declarative knowledge. Students who have automated the 400 basic arithmetical combinations (200 addition combinations and 200 subtraction combinations) have gained declarative knowledge. Mastering these combinations gives students an advantage where doing various calculations and performing different mathematical procedures are concerned (Dowker, 2012). If a student has automated the basic combinations, their attention will not be diverted from the procedure when solving calculation tasks, and there is thereby less risk of incorrect answers (Dowker, 2012). Previous studies have also shown that declarative knowledge in mathematics predict future results in more advanced mathematics (Hassel Bring, Goin, & Bransford, 1988; Gersten, Jordan, & Flojo, 2005; Rathmell & Gabriele, 2011).

National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-158114 (URN)10.22158/jecs.v2n3p209 (DOI)
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-08-07Bibliographically approved
Östergren, R. & Samuelsson, J. (2018). Is repeated testing of declarative knowledge in mathematics moderated by feedback?. journal of education and culture studies, 2(3), 209-212
Open this publication in new window or tab >>Is repeated testing of declarative knowledge in mathematics moderated by feedback?
2018 (English)In: journal of education and culture studies, ISSN 2573-0401, Vol. 2, no 3, p. 209-212Article in journal (Refereed) Published
Abstract [en]

This study set out to examine the effects of repeated testing of students’ declarative knowledge in mathematics in grade 7 (13-14 years old) and to what extent feedback moderates the effect of continually testing students’ declarative knowledge. Students who have automated the 400 basic arithmetical combinations (200 addition combinations and 200 subtraction combinations) have gained declarative knowledge. Mastering these combinations gives students an advantage where doing various calculations and performing different mathematical procedures are concerned (Dowker, 2012). If a student has automated the basic combinations, their attention will not be diverted from the procedure when solving calculation tasks, and there is thereby less risk of incorrect answers (Dowker, 2012). Previous studies have also shown that declarative knowledge in mathematics predict future results in more advanced mathematics (Hassel Bring, Goin, & Bransford, 1988; Gersten, Jordan, & Flojo, 2005; Rathmell & Gabriele, 2011).

National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-158123 (URN)10.22158/jecs.v2n3p209 (DOI)
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-08-07Bibliographically approved
Östergren, R., Ringborg Lindgren, M., Lindgren, B.-M. & Samuelsson, J. (2018). Learning declarative knowledge in special education treatment group. journal of education and training, 5(1)
Open this publication in new window or tab >>Learning declarative knowledge in special education treatment group
2018 (English)In: journal of education and training, ISSN 2330-9709, Vol. 5, no 1Article in journal (Refereed) Published
Abstract [en]

An organizing structure that in recent years has had a major impact on how to work with students who don’t respond to regular instruction is Response to Intervention (RTI). Efforts in RTI are divided into three different tiers of instruction: primary, secondary and tertiary. In our study, we investigate the impact of intensive secondary-tier instruction on students’ knowledge of basic combinations of digits in addition. We also focus on how the students develop their use of more advanced calculations in addition during the intervention.

The results showed that students became faster at performing simple addition tasks, which indicates that their fluency – declarative knowledge – developed during the intervention phase. Our results thereby strengthen suggestions that a secondary-tier intervention level should take place in a small group of students 20-40 minutes four to five times a week. Meanwhile, the students developed their ability to solve two-digit arithmetic tasks in addition and subtraction, which could be explained by the fact that students had automated simple number combinations and thus could focus on the calculation procedure.

Place, publisher, year, edition, pages
Las Vegas, NV, United States: Macrothink Institute, Inc., 2018
Keywords
Learning, Declarative knowledge, Mathematics, Special education, RTI
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-158112 (URN)10.5296/jet.v5i1.12702 (DOI)
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-08-07Bibliographically approved
Samuelsson, J. & Muhrman, K. (2018). Matematikängslan och låsningar i matematik. Stockholm: Skolverket
Open this publication in new window or tab >>Matematikängslan och låsningar i matematik
2018 (Swedish)Other (Other academic)
Abstract [sv]

Det är få ämnen i skolan som skapar så mycket känslor som matematikämnet. En del elever tycker det är ett jätteroligt och intressant ämneoch trivs med att sitta och fundera över matematiska problem, medan andra tycker illa om ämnetoch till och medkänner skräck och ängslan inför sina möten med matematik.

Place, publisher, year, pages
Stockholm: Skolverket, 2018
Keywords
matematik, matematikängslan, specialpedagogik
National Category
Mathematics Didactics
Identifiers
urn:nbn:se:liu:diva-157691 (URN)
Available from: 2019-06-19 Created: 2019-06-19 Last updated: 2019-06-20Bibliographically approved
Muhrman, K. & Samuelsson, J. (2018). Motivation för matematik. Stockholm: Skolverket
Open this publication in new window or tab >>Motivation för matematik
2018 (Swedish)Other (Other academic)
Abstract [sv]

Utifrån en kort definition av vad som menas med motivation beskrivs i texten olika motivationsfaktorer som visat sig ha betydelse för elevers lärande i matematik. Undervisningens utformning, uppgifters utformning samt lärarens inverkan och det totala studieklimatet är några exempel på faktorer som påverkar elevers motivation för att lära sig matematik.

Place, publisher, year, pages
Stockholm: Skolverket, 2018. p. 6
Keywords
matematik, motivation, specialpedagogik
National Category
Mathematics Didactics
Identifiers
urn:nbn:se:liu:diva-157690 (URN)
Available from: 2019-06-19 Created: 2019-06-19 Last updated: 2019-06-20Bibliographically approved
Organisations

Search in DiVA

Show all publications