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  • 1.
    Sveider, Cecilia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Marcus
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    How pre-service teachers teach fraction comparisons in mathematics pedagogy2023In: Journal of Innovative Research in Teacher Education, ISSN 2757-6116, Vol. 4, no 2, p. 167-183Article in journal (Refereed)
    Abstract [en]

    The present study aimed to investigate pre-service teachers’ mathematics teaching when responding to virtual pupils’ unexpected mathematical questions concerning how to sort fractions. The research was conducted with 102 pre-service teachers participating in a teacher education program specializing in upper elementary school mathematics. The main data collection strategy took the form of video recordings of teaching sessions involving semi-virtual simulations. The recordings were analyzed through a qualitative explorative analysis process involving three phases, focusing on the object of learning and how the pre-service teachers handled the mathematics content pertaining to comparing fractions. The simulated teaching activity, together with the large sample, allowed us to discover patterns concerning how PSTs teach when they are asked unexpected questions related to fractions. The results show qualitatively different ways of teaching. PSTs draw pupils’ attention to different learning objects by using different representations and more or less correct mathematics. This study offers teacher educators knowledge about how PSTs teach when confronted by students with unexpected questions concerning fractions and can therefore support teacher educators in interpreting students’ mathematics instruction and help them decide how best to support PSTs’ teaching instruction.

  • 2.
    Samuelsson, Marcus
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Thorsten, Anja
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Sveider, Cecilia
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärarstudenters möten med didaktiska dilemman i en virtuell praktik2022In: Digitala didaktiska dilemman / [ed] Sofia Lundmark & Janne Kontio, Stockholm: Natur och kultur, 2022, p. 165-194Chapter in book (Other academic)
    Abstract [sv]

    Det är inte särskilt djärvt att påstå att lärare är den enskilt viktigaste faktorn för en hög kvalitet i skolan. Lärares förmåga att bedriva god undervisning är avgörande för ett framgångsrikt skolsystem. Grunden för lärares undervisningskompetens läggs i lärarutbildningen. Därför är det viktigt att lärarutbildningen kan erbjuda lärarstudenter möjligheter att utveckla sin förmåga att undervisa. Forskare påpekar att nyutbildade lärare ofta drabbas av en verklighetschock, bland annat på grund av att de inte har tillägnat sig tillräckliga färdigheter för att leda undervisning. Erfarenhet av att undervisa elever erbjuds de flesta lärarstudenter under begränsad tid under deras verksamhetsförlagda utbildning (VFU). Men VFU erbjuder inte alltid studenter tillräckligt med tid, rimligt säkra omständigheter, möjligheten att upprepa och fördjupa moment eller tillräckligt omfattande feedback för att de ska utveckla kunskaper och färdigheter, så att de får tilltro till sin egen förmåga att genomföra undervisning. Detta är ett didaktiskt dilemma för varje lärarutbildning då lärarstudenter ofta efterfrågar mer undervisningsträning.

  • 3. Order onlineBuy this publication >>
    Sveider, Cecilia
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Representationer av tal i bråkform: En studie om matematikundervisning på mellanstadiet2021Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the dissertation is to create an understanding of how teachers teach fractions in school years 4 to 6. The dissertation consists of two studies. Study I is an investigation into how teachers and pupils use manipulatives to represent numbers in fractions. Study II focuses on how teachers use various forms of representations to represent fractions and how these representations are linked to each other. Both studies investigate what pupils are able to learn about fractions as a result. 

    Data consists of video observation from 33 different mathematics lessons. Analysis of the data material was inspired by the process of thematic analysis. The process can be described as an interaction between the empirical material, variation theory and concepts found in previous research. 

    The results demonstrate that teachers focus their attention on different objects of learning, despite the fact that the mathematical content is the same. How teachers act in the teaching situation – which, in turn, is important in terms of what the pupils are able to learn concerning fractions – is discussed based on three aspects: (a) variation of content; (b) use of representations, with respect to both which representations are used and how the different representations are linked to each other; and (c) choice of examples.  

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  • 4.
    Samuelsson, Marcus
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Högskolan i Väst, Sweden.
    Sveider, Cecilia
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Beyond Individual Matters: Sloyd Teachers posts in a Facebook group2019In: Techneserien : forskning i slöjdpedagik och slöjdvetenskap. B, ISSN 1238-951X, Vol. 26, no 2, p. 1-15Article in journal (Refereed)
    Abstract [en]

    The reason for conducting this study was two-fold: sloyd teachers have over a period of time expressed a need for fellow sloyd teachers at their workplace in the beginning of 2016 felt that there had been an “attack” on their subject. Using thematic analysis, we studied 334 posts written by participants in a Facebook group called Nationellt Resurscentrum (National Resource Centre) during an “ordinary” month, April 2016. The results show that the posts were mainly concerned with the exchange of teaching experiences, functional discussions concerning matters such as internal and external conditions related to sloyd as a school subject, and information sharing related to the teachers’ own continuing professional development, such as invitations to specific lectures. In terms of community of practice theory, the results of this study can be interpreted as demonstrating that this specific Facebook group strengthens the sloyd teacher community and allows them to initiate and assert ownership of discussions related to their profession. The result also shows that posts in this specific Facebook group made it possible for the members to transform individual competencies into a collectively possessed skills “toolbox” beyond individual matters

  • 5.
    Sveider, Cecilia
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lärares och elevers användande av laborativt material i bråkundervisningen i skolår 4-6: Vad görs möjligt för eleverna att erfara?2016Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Syftet med studien är att beskriva och analysera lärares och elevers användande av laborativt material i skolår 4-6 när de arbetar med tal i bråkform i matematikundervisningen. Centrala frågor i studien handlar om på vilka sätt det laborativa materialet används i bråkundervisningen, vilka typer av laborativt material används i bråkkundervisningen, vilka dimensioner av variation öppnas upp om tal i bråkform när laborativt material används samt vad som görs möjligt för eleverna att erfara om tal i bråkform.

    För att studera lärares och elevers användning av laborativt material när de arbetar med tal i bråkform har data samlats in genom deltagande observation i form av videoinspelningar från 20 stycken olika matematikklassrum i skolår 4-6. Datamaterialet har analyserats i två faser. I den första fasen har en tematisk analys gjorts och i den andra fasen har datamaterialet analyserats med hjälp av variationsteorin.

    Av resultat framgår att lärares och elevers användande av laborativt materialet kan beskrivas utifrån antingen ett konkretiserande arbetssätt eller ett laborerande arbetssätt. Material som används är både vardagligt- eller pedagogiskt material med tonvikt på det vardagliga materialet. När lärare och elever använder det laborativa materialet i matematikundervisningen öppnas det upp för olika dimensioner av variation i relation till undervisningssekvensens lärandeobjekt. De variationsmönster som förekommer i studien är kontrast och generalisering. När en dimension av variation öppnas upp ges eleverna möjlighet att erfara lärandeobjektet.

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  • 6.
    Engvall, Margareta
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Sveider, Cecilia
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Science & Engineering.
    Elofsson, Jessica
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Tutor experiences from municipality Learning Study projects in Mathematics2013Conference paper (Refereed)
    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. 

1 - 6 of 6
CiteExportLink to result list
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Cite
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  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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