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Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animations of water molecules and phase changes of water. This study is qualitative and draws on the frameworks of social semiotics and Designs for Learning, DfL, where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as a basis for the lesson design and as an analytical tool. The analyzed data were generated by filming when pupils participated in multimodal learning activities, created digital animations, and participated in meta-reflective discussions regarding their digital animations. The main findings are that multimodally designed lessons can increase pupils’ meaning making in chemistry, that the creation of digital animations may both increase pupils’ participation and support their meaning making, and that meta-reflection of pupils’ representations is an important part of the lesson design.

In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research.

Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animations of water molecules and phase changes of water. This study is qualitative and draws on the frameworks of social semiotics and Designs for Learning, DfL, where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as a basis for the lesson design and as an analytical tool. The analyzed data were generated by filming when pupils participated in multimodal learning activities, created digital animations, and participated in meta-reflective discussions regarding their digital animations. The main findings are that multimodally designed lessons can increase pupils’ meaning making in chemistry, that the creation of digital animations may both increase pupils’ participation and support their meaning making, and that meta-reflection of pupils’ representations is an important part of the lesson design.

Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animations of water molecules and phase changes of water. This study is qualitative and draws on the frameworks of social semiotics and Designs for Learning, DfL, where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as a basis for the lesson design and as an analytical tool. The analyzed data were generated by filming when pupils participated in multimodal learning activities, created digital animations, and participated in meta-reflective discussions regarding their digital animations. The main findings are that multimodally designed lessons can increase pupils’ meaning making in chemistry, that the creation of digital animations may both increase pupils’ participation and support their meaning making, and that meta-reflection of pupils’ representations is an important part of the lesson design.

In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research.

Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animations of water molecules and phase changes of water. This study is qualitative and draws on the frameworks of social semiotics and Designs for Learning, DfL, where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as a basis for the lesson design and as an analytical tool. The analyzed data were generated by filming when pupils participated in multimodal learning activities, created digital animations, and participated in meta-reflective discussions regarding their digital animations. The main findings are that multimodally designed lessons can increase pupils’ meaning making in chemistry, that the creation of digital animations may both increase pupils’ participation and support their meaning making, and that meta-reflection of pupils’ representations is an important part of the lesson design.

In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research.

This paper initiates a longitudinal study that explores the growth and development of mathematics teacher educators (MTEs), particularly those transitioning from mathematics teacher to university-based MTE. While existing research often employsself-based methodologies, this study adopts positioning theory as an alternativeapproach, examining Mikaela, a lower primary school teacher transitioning to auniversity-based MTE in Sweden. The paper contributes to the broader understanding of growth and development, offering insights into the challenges and strategies involved in transitioning from mathematics teacher to a MTE. The study marks the beginning of a more extensive exploration of this transition process, emphasising the need for a nuanced conceptualisations of MTE learning and expertise., Felaktigt ISBN på publikationen: 978-1-0670278-3

This paper aims to explore how pupils' positioning, competencies and meaning-making emerge in hybrid learning activities when they create digital animations in different subjects. Children of today have never lived in an analogous world but in a hybrid reality where the physical and the digital are so intertwined that they cannot be separated (Wernholm, 2020). The qualitative project draws on the frameworks of social semiotics (Kress et al., 2001) and Designs for Learning (Selander, 2008), where teaching and learning are seen as a multimodal design. As part of the Design for Learning framework, the Learning Design Sequence model is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in different subjects. The children’s digital animations were also used to get them to tell their stories about what they had done and what their intentions behind certain actions were (cf. Wernholm & Reneland-Forsman, 2019). The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that when pupils participate in hybrid learning activities by creating digital animations together, they position themselves in relation to each other and the tablet. Furthermore, they draw on their previous experiences and competencies to make meaning. Thus, this project contributes by providing implications for the early years of schooling by showing how the use of digital tools can put a variety of children’s competencies into play and support their meaning-making in different subjects.

I denna studie arbetade förskoleklasselever med division genom problemlösning och problemformulering. Data kommer från en undervisningsaktivitet uppdelad på två tillfällen. Aktiviteten planerades i samarbete mellan förskoleklasslärare och forskare och genomfördes i 11 förskoleklasser med 205 elever. Vid problemlösning urskilde eleverna relationen mellan helhet och delar, storleken på varje del, dela som division samt kontinuerlig och diskret mängd som aspekter av division. Vid problemformulering återkom dessa aspekter samt tillkom aspekten att täljaren kan vara ett rationellt tal. Utöver dessa aspekter av division formulerade eleverna till exempel uppgifter med en liknande kontext (kakor) men med ett annat matematikinnehåll (till exempel subtraktion). Då det finns få studier om problemlösning och problemformulering med yngre elever bidrar denna studie med kunskap av värde för både (förskoleklass)lärare och forskare.

In this paper, we reflect on the role of teacher education in preparing prospective teachers of mathematics for sustainable and rewarding careers as teachers. The basis of this reflection is the case of Alva, a teacher who, after a promising start, decided to leave the profession. Through a process of analysing Alva’s final interview before leaving teaching, we identify a set of interpretive repertoires relating to the notion of dissonance. These interpretive repertoires reveal several sources of tension for Alva some of which relate directly to the ‘ideal mathematics classroom’ promoted during Alva’s teacher education. By asking the question, what could have been different for Alva? We consider the potential implications for mathematics teacher education and for us as mathematics teacher educators.

Challenges previously identified in teacher education in Sweden include: i) a gap between theoretical education provided by universities and the practical experiences encountered during teaching practice in schools, and ii) a lack of teaching methodologies in general, especially those involving digital tools. Despite research indicating that collaborative creation of digital animations by students can facilitate participation and cooperative learning (Ebbelind et al., 2023; Patron et al., 2024; Wernholm et al., 2023), these challenges persist. This developmental project aims to address these issues by introducing students to a theoretical model for designing learning activities and providing them with opportunities to utilize this model in planning, implementing, and evaluating learning activities involving digital tools.The theoretical model utilised in this project is the Learning Design Sequence (LDS)-model (Selander, 2008), which is developed within the Designs for Learning theory that in turn is theoretically connected to a social semiotics perspective of multimodality (Kress, 2010). Teacher students, university teachers and in-service teachers participate in this developmental project. Initially, university teachers and in-service teachers attended a lecture and a workshop. During this workshop, they were given the opportunity to engage in the same activity, to create a digital animation, that the teacher students are later offered to participate in. Subsequently, students utilised the LDS-model to plan, implement, and evaluate a learning design sequence with pupils. Finally, the students wrote individual reflections and shared and discussed their experiences with their peers. Following these activities, interviews were conducted with the university teachers, in-service teachers and the students to explore their experiences. Additionally, the students were asked for consent to share their written reflections with the researchers. The participating university t

This paper aims to explore how pupils' positioning, competencies and meaning-making emerge in hybrid learning activities when they create digital animations in different subjects. Children of today have never lived in an analogous world but in a hybrid reality where the physical and the digital are so intertwined that they cannot be separated (Wernholm, 2020). The qualitative project draws on the frameworks of social semiotics (Kress et al., 2001) and Designs for Learning (Selander, 2008), where teaching and learning are seen as a multimodal design. As part of the Design for Learning framework, the Learning Design Sequence model is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in different subjects. The children’s digital animations were also used to get them to tell their stories about what they had done and what their intentions behind certain actions were (cf. Wernholm & Reneland-Forsman, 2019). The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that when pupils participate in hybrid learning activities by creating digital animations together, they position themselves in relation to each other and the tablet. Furthermore, they draw on their previous experiences and competencies to make meaning. Thus, this project contributes by providing implications for the early years of schooling by showing how the use of digital tools can put a variety of children’s competencies into play and support their meaning-making in different subjects.

This paper presents a study on the ways Swedish 6-year-old students depict combinations when solving a problem-solving task on combinatorics. The task posed to the students was: How many different sandwiches with one slice of bread and one topping can you make with two types of bread and three types of toppings? The empirical material analyzed in the paper consists of documentations from 155 students from four different schools. The results show that students drew sandwiches or drew lines between pictures of the bread and toppings to depict the different combinations. Duplicates did not occur often, and when they did occur, students detected these and did not include these in their final answers. Six-year-old students used systematic strategies, often leading to a result that was in line with the problem, and thus they found all the solutions.

VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.

Challenges previously identified in teacher education in Sweden include: i) a gap between theoretical education provided by universities and the practical experiences encountered during teaching practice in schools, and ii) a lack of teaching methodologies in general, especially those involving digital tools. Despite research indicating that collaborative creation of digital animations by students can facilitate participation and cooperative learning (Ebbelind et al., 2023; Patron et al., 2024; Wernholm et al., 2023), these challenges persist. This developmental project aims to address these issues by introducing students to a theoretical model for designing learning activities and providing them with opportunities to utilize this model in planning, implementing, and evaluating learning activities involving digital tools.The theoretical model utilised in this project is the Learning Design Sequence (LDS)-model (Selander, 2008), which is developed within the Designs for Learning theory that in turn is theoretically connected to a social semiotics perspective of multimodality (Kress, 2010). Teacher students, university teachers and in-service teachers participate in this developmental project. Initially, university teachers and in-service teachers attended a lecture and a workshop. During this workshop, they were given the opportunity to engage in the same activity, to create a digital animation, that the teacher students are later offered to participate in. Subsequently, students utilised the LDS-model to plan, implement, and evaluate a learning design sequence with pupils. Finally, the students wrote individual reflections and shared and discussed their experiences with their peers. Following these activities, interviews were conducted with the university teachers, in-service teachers and the students to explore their experiences. Additionally, the students were asked for consent to share their written reflections with the researchers. The participating university t

Challenges previously identified in teacher education in Sweden include: i) a gap between theoretical education provided by universities and the practical experiences encountered during teaching practice in schools, and ii) a lack of teaching methodologies in general, especially those involving digital tools. Despite research indicating that collaborative creation of digital animations by students can facilitate participation and cooperative learning (Ebbelind et al., 2023; Patron et al., 2024; Wernholm et al., 2023), these challenges persist. This developmental project aims to address these issues by introducing students to a theoretical model for designing learning activities and providing them with opportunities to utilize this model in planning, implementing, and evaluating learning activities involving digital tools.The theoretical model utilised in this project is the Learning Design Sequence (LDS)-model (Selander, 2008), which is developed within the Designs for Learning theory that in turn is theoretically connected to a social semiotics perspective of multimodality (Kress, 2010). Teacher students, university teachers and in-service teachers participate in this developmental project. Initially, university teachers and in-service teachers attended a lecture and a workshop. During this workshop, they were given the opportunity to engage in the same activity, to create a digital animation, that the teacher students are later offered to participate in. Subsequently, students utilised the LDS-model to plan, implement, and evaluate a learning design sequence with pupils. Finally, the students wrote individual reflections and shared and discussed their experiences with their peers. Following these activities, interviews were conducted with the university teachers, in-service teachers and the students to explore their experiences. Additionally, the students were asked for consent to share their written reflections with the researchers. The participating university t

This paper initiates a longitudinal study that explores the growth and development of mathematics teacher educators (MTEs), particularly those transitioning from mathematics teacher to university-based MTE. While existing research often employsself-based methodologies, this study adopts positioning theory as an alternativeapproach, examining Mikaela, a lower primary school teacher transitioning to auniversity-based MTE in Sweden. The paper contributes to the broader understanding of growth and development, offering insights into the challenges and strategies involved in transitioning from mathematics teacher to a MTE. The study marks the beginning of a more extensive exploration of this transition process, emphasising the need for a nuanced conceptualisations of MTE learning and expertise., Felaktigt ISBN på publikationen: 978-1-0670278-3

In this paper, we reflect on the role of teacher education in preparing prospective teachers of mathematics for sustainable and rewarding careers as teachers. The basis of this reflection is the case of Alva, a teacher who, after a promising start, decided to leave the profession. Through a process of analysing Alva’s final interview before leaving teaching, we identify a set of interpretive repertoires relating to the notion of dissonance. These interpretive repertoires reveal several sources of tension for Alva some of which relate directly to the ‘ideal mathematics classroom’ promoted during Alva’s teacher education. By asking the question, what could have been different for Alva? We consider the potential implications for mathematics teacher education and for us as mathematics teacher educators.

This paper aims to explore how pupils' positioning, competencies and meaning-making emerge in hybrid learning activities when they create digital animations in different subjects. Children of today have never lived in an analogous world but in a hybrid reality where the physical and the digital are so intertwined that they cannot be separated (Wernholm, 2020). The qualitative project draws on the frameworks of social semiotics (Kress et al., 2001) and Designs for Learning (Selander, 2008), where teaching and learning are seen as a multimodal design. As part of the Design for Learning framework, the Learning Design Sequence model is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in different subjects. The children’s digital animations were also used to get them to tell their stories about what they had done and what their intentions behind certain actions were (cf. Wernholm & Reneland-Forsman, 2019). The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that when pupils participate in hybrid learning activities by creating digital animations together, they position themselves in relation to each other and the tablet. Furthermore, they draw on their previous experiences and competencies to make meaning. Thus, this project contributes by providing implications for the early years of schooling by showing how the use of digital tools can put a variety of children’s competencies into play and support their meaning-making in different subjects.

In this paper, we reflect on the role of teacher education in preparing prospective teachers of mathematics for sustainable and rewarding careers as teachers. The basis of this reflection is the case of Alva, a teacher who, after a promising start, decided to leave the profession. Through a process of analysing Alva’s final interview before leaving teaching, we identify a set of interpretive repertoires relating to the notion of dissonance. These interpretive repertoires reveal several sources of tension for Alva some of which relate directly to the ‘ideal mathematics classroom’ promoted during Alva’s teacher education. By asking the question, what could have been different for Alva? We consider the potential implications for mathematics teacher education and for us as mathematics teacher educators.

Challenges previously identified in teacher education in Sweden include: i) a gap between theoretical education provided by universities and the practical experiences encountered during teaching practice in schools, and ii) a lack of teaching methodologies in general, especially those involving digital tools. Despite research indicating that collaborative creation of digital animations by students can facilitate participation and cooperative learning (Ebbelind et al., 2023; Patron et al., 2024; Wernholm et al., 2023), these challenges persist. This developmental project aims to address these issues by introducing students to a theoretical model for designing learning activities and providing them with opportunities to utilize this model in planning, implementing, and evaluating learning activities involving digital tools.The theoretical model utilised in this project is the Learning Design Sequence (LDS)-model (Selander, 2008), which is developed within the Designs for Learning theory that in turn is theoretically connected to a social semiotics perspective of multimodality (Kress, 2010). Teacher students, university teachers and in-service teachers participate in this developmental project. Initially, university teachers and in-service teachers attended a lecture and a workshop. During this workshop, they were given the opportunity to engage in the same activity, to create a digital animation, that the teacher students are later offered to participate in. Subsequently, students utilised the LDS-model to plan, implement, and evaluate a learning design sequence with pupils. Finally, the students wrote individual reflections and shared and discussed their experiences with their peers. Following these activities, interviews were conducted with the university teachers, in-service teachers and the students to explore their experiences. Additionally, the students were asked for consent to share their written reflections with the researchers. The participating university t

This paper aims to explore how pupils' positioning, competencies and meaning-making emerge in hybrid learning activities when they create digital animations in different subjects. Children of today have never lived in an analogous world but in a hybrid reality where the physical and the digital are so intertwined that they cannot be separated (Wernholm, 2020). The qualitative project draws on the frameworks of social semiotics (Kress et al., 2001) and Designs for Learning (Selander, 2008), where teaching and learning are seen as a multimodal design. As part of the Design for Learning framework, the Learning Design Sequence model is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in different subjects. The children’s digital animations were also used to get them to tell their stories about what they had done and what their intentions behind certain actions were (cf. Wernholm & Reneland-Forsman, 2019). The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that when pupils participate in hybrid learning activities by creating digital animations together, they position themselves in relation to each other and the tablet. Furthermore, they draw on their previous experiences and competencies to make meaning. Thus, this project contributes by providing implications for the early years of schooling by showing how the use of digital tools can put a variety of children’s competencies into play and support their meaning-making in different subjects.

This paper initiates a longitudinal study that explores the growth and development of mathematics teacher educators (MTEs), particularly those transitioning from mathematics teacher to university-based MTE. While existing research often employsself-based methodologies, this study adopts positioning theory as an alternativeapproach, examining Mikaela, a lower primary school teacher transitioning to auniversity-based MTE in Sweden. The paper contributes to the broader understanding of growth and development, offering insights into the challenges and strategies involved in transitioning from mathematics teacher to a MTE. The study marks the beginning of a more extensive exploration of this transition process, emphasising the need for a nuanced conceptualisations of MTE learning and expertise., Felaktigt ISBN på publikationen: 978-1-0670278-3

I denna studie arbetade förskoleklasselever med division genom problemlösning och problemformulering. Data kommer från en undervisningsaktivitet uppdelad på två tillfällen. Aktiviteten planerades i samarbete mellan förskoleklasslärare och forskare och genomfördes i 11 förskoleklasser med 205 elever. Vid problemlösning urskilde eleverna relationen mellan helhet och delar, storleken på varje del, dela som division samt kontinuerlig och diskret mängd som aspekter av division. Vid problemformulering återkom dessa aspekter samt tillkom aspekten att täljaren kan vara ett rationellt tal. Utöver dessa aspekter av division formulerade eleverna till exempel uppgifter med en liknande kontext (kakor) men med ett annat matematikinnehåll (till exempel subtraktion). Då det finns få studier om problemlösning och problemformulering med yngre elever bidrar denna studie med kunskap av värde för både (förskoleklass)lärare och forskare.

In this study, preschool-class students worked with problem solving and problem posing on division. Data comes from an activity divided into two sessions. The activity was planned in collaboration between preschool-class teachers and researchers and carried out in 11 preschool classes with 205 students. While solving problems, students distinguished the relationship between the parts and whole, the size of each part, dividing as division and continuous and discrete quantities as aspects of division. While posing pro-blems, these aspects reappeared as well as the aspect that the numerator can be a rational number. Apart from problems on division, the students posed problems with a similar context (cookies) but a different mathematical content (e.g., subtraction). As there are few studies on problem solving and problem posing with younger students, this study contributes with knowledge of value to both (preschool class) teachers and researchers., I denna artikel presenteras en studie, genomförd i samarbete mellan forskare och förskoleklasslärare, där förskoleklasselever arbetade med division genom problemlösning och problemformulering. Data kommer från en aktivitet fördelad över två undervisningstillfällen. Undervisningen genomfördes i 11 förskoleklasser, med 205 elever . Vid problemlösning urskilde eleverna relationen mellan delar och helhet, storleken på varje del, att dela som division samt kontinuerlig och diskret mängd som aspekter av division. Även vid problemformulering synliggjordes dessa aspekter av division och aspekten att täljaren kan vara ett rationellt tal tillkom. Utöver uppgifter om division formulerade eleverna till exempel uppgifter med en liknande kontext (kakor) men med ett annat matematikinnehåll (till exempel subtraktion). Då det finns få studier om problemlösning och problemformulering med yngre elever bidrar denna studie med kunskap av värde för både (förskoleklass)lärare och forskare.

Challenges previously identified in teacher education in Sweden include: i) a gap between theoretical education provided by universities and the practical experiences encountered during teaching practice in schools, and ii) a lack of teaching methodologies in general, especially those involving digital tools. Despite research indicating that collaborative creation of digital animations by students can facilitate participation and cooperative learning (Ebbelind et al., 2023; Patron et al., 2024; Wernholm et al., 2023), these challenges persist. This developmental project aims to address these issues by introducing students to a theoretical model for designing learning activities and providing them with opportunities to utilize this model in planning, implementing, and evaluating learning activities involving digital tools.The theoretical model utilised in this project is the Learning Design Sequence (LDS)-model (Selander, 2008), which is developed within the Designs for Learning theory that in turn is theoretically connected to a social semiotics perspective of multimodality (Kress, 2010). Teacher students, university teachers and in-service teachers participate in this developmental project. Initially, university teachers and in-service teachers attended a lecture and a workshop. During this workshop, they were given the opportunity to engage in the same activity, to create a digital animation, that the teacher students are later offered to participate in. Subsequently, students utilised the LDS-model to plan, implement, and evaluate a learning design sequence with pupils. Finally, the students wrote individual reflections and shared and discussed their experiences with their peers. Following these activities, interviews were conducted with the university teachers, in-service teachers and the students to explore their experiences. Additionally, the students were asked for consent to share their written reflections with the researchers. The participating university t

This paper aims to explore how pupils' positioning, competencies and meaning-making emerge in hybrid learning activities when they create digital animations in different subjects. Children of today have never lived in an analogous world but in a hybrid reality where the physical and the digital are so intertwined that they cannot be separated (Wernholm, 2020). The qualitative project draws on the frameworks of social semiotics (Kress et al., 2001) and Designs for Learning (Selander, 2008), where teaching and learning are seen as a multimodal design. As part of the Design for Learning framework, the Learning Design Sequence model is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in different subjects. The children’s digital animations were also used to get them to tell their stories about what they had done and what their intentions behind certain actions were (cf. Wernholm & Reneland-Forsman, 2019). The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that when pupils participate in hybrid learning activities by creating digital animations together, they position themselves in relation to each other and the tablet. Furthermore, they draw on their previous experiences and competencies to make meaning. Thus, this project contributes by providing implications for the early years of schooling by showing how the use of digital tools can put a variety of children’s competencies into play and support their meaning-making in different subjects.

This paper initiates a longitudinal study that explores the growth and development of mathematics teacher educators (MTEs), particularly those transitioning from mathematics teacher to university-based MTE. While existing research often employsself-based methodologies, this study adopts positioning theory as an alternativeapproach, examining Mikaela, a lower primary school teacher transitioning to auniversity-based MTE in Sweden. The paper contributes to the broader understanding of growth and development, offering insights into the challenges and strategies involved in transitioning from mathematics teacher to a MTE. The study marks the beginning of a more extensive exploration of this transition process, emphasising the need for a nuanced conceptualisations of MTE learning and expertise., Felaktigt ISBN på publikationen: 978-1-0670278-3

In this paper, we reflect on the role of teacher education in preparing prospective teachers of mathematics for sustainable and rewarding careers as teachers. The basis of this reflection is the case of Alva, a teacher who, after a promising start, decided to leave the profession. Through a process of analysing Alva’s final interview before leaving teaching, we identify a set of interpretive repertoires relating to the notion of dissonance. These interpretive repertoires reveal several sources of tension for Alva some of which relate directly to the ‘ideal mathematics classroom’ promoted during Alva’s teacher education. By asking the question, what could have been different for Alva? We consider the potential implications for mathematics teacher education and for us as mathematics teacher educators.

In this study, preschool-class students worked with problem solving and problem posing on division. Data comes from an activity divided into two sessions. The activity was planned in collaboration between preschool-class teachers and researchers and carried out in 11 preschool classes with 205 students. While solving problems, students distinguished the relationship between the parts and whole, the size of each part, dividing as division and continuous and discrete quantities as aspects of division. While posing pro-blems, these aspects reappeared as well as the aspect that the numerator can be a rational number. Apart from problems on division, the students posed problems with a similar context (cookies) but a different mathematical content (e.g., subtraction). As there are few studies on problem solving and problem posing with younger students, this study contributes with knowledge of value to both (preschool class) teachers and researchers., I denna artikel presenteras en studie, genomförd i samarbete mellan forskare och förskoleklasslärare, där förskoleklasselever arbetade med division genom problemlösning och problemformulering. Data kommer från en aktivitet fördelad över två undervisningstillfällen. Undervisningen genomfördes i 11 förskoleklasser, med 205 elever . Vid problemlösning urskilde eleverna relationen mellan delar och helhet, storleken på varje del, att dela som division samt kontinuerlig och diskret mängd som aspekter av division. Även vid problemformulering synliggjordes dessa aspekter av division och aspekten att täljaren kan vara ett rationellt tal tillkom. Utöver uppgifter om division formulerade eleverna till exempel uppgifter med en liknande kontext (kakor) men med ett annat matematikinnehåll (till exempel subtraktion). Då det finns få studier om problemlösning och problemformulering med yngre elever bidrar denna studie med kunskap av värde för både (förskoleklass)lärare och forskare.

I denna studie arbetade förskoleklasselever med division genom problemlösning och problemformulering. Data kommer från en undervisningsaktivitet uppdelad på två tillfällen. Aktiviteten planerades i samarbete mellan förskoleklasslärare och forskare och genomfördes i 11 förskoleklasser med 205 elever. Vid problemlösning urskilde eleverna relationen mellan helhet och delar, storleken på varje del, dela som division samt kontinuerlig och diskret mängd som aspekter av division. Vid problemformulering återkom dessa aspekter samt tillkom aspekten att täljaren kan vara ett rationellt tal. Utöver dessa aspekter av division formulerade eleverna till exempel uppgifter med en liknande kontext (kakor) men med ett annat matematikinnehåll (till exempel subtraktion). Då det finns få studier om problemlösning och problemformulering med yngre elever bidrar denna studie med kunskap av värde för både (förskoleklass)lärare och forskare.

As mathematics teacher educators (MTEs), we are motivated by the lack of research concerning the language that MTEs use in initial teacher education settings. In this paper, we turn our attention towards developing a methodological approach to studying the language-in-use during teacher education situations, with a specific focus on the language of the MTE in the form of a monologue. The methodological approach that we present draws upon two theoretical perspectives, specifically, the situated cognition theory of enactivism and the social semiotic perspective of systemic functional linguistics (SFL). To develop this methodology, we explore both of these theoretical perspectives, focussing on their respective conceptualisations of language, from which we derive a set of methodological principles and practices. A significant feature of the methodology presented in this paper, is that it takes into account the researchers’ relationships with the subject of research. Thus we propose this methodology as being of particular significance to practitioner–researchers studying the language of other practitioners within the same field (e.g. MTEs studying the language of other MTEs), as well as to the study of one’s own use of language in mathematics education settings. From our methodological perspective we explore the meaning of quality research, proposing relevant criteria. We exemplify the methodological principles and practices by analysing a transcript of a mathematics teacher education lecture for prospective primary teachers in Sweden.

Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animations of water molecules and phase changes of water. This study is qualitative and draws on the frameworks of social semiotics and Designs for Learning, DfL, where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as a basis for the lesson design and as an analytical tool. The analyzed data were generated by filming when pupils participated in multimodal learning activities, created digital animations, and participated in meta-reflective discussions regarding their digital animations. The main findings are that multimodally designed lessons can increase pupils’ meaning making in chemistry, that the creation of digital animations may both increase pupils’ participation and support their meaning making, and that meta-reflection of pupils’ representations is an important part of the lesson design.

In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research.

In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research.

Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animations of water molecules and phase changes of water. This study is qualitative and draws on the frameworks of social semiotics and Designs for Learning, DfL, where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as a basis for the lesson design and as an analytical tool. The analyzed data were generated by filming when pupils participated in multimodal learning activities, created digital animations, and participated in meta-reflective discussions regarding their digital animations. The main findings are that multimodally designed lessons can increase pupils’ meaning making in chemistry, that the creation of digital animations may both increase pupils’ participation and support their meaning making, and that meta-reflection of pupils’ representations is an important part of the lesson design.

I denna studie arbetade förskoleklasselever med division genom problemlösning och problemformulering. Data kommer från en undervisningsaktivitet uppdelad på två tillfällen. Aktiviteten planerades i samarbete mellan förskoleklasslärare och forskare och genomfördes i 11 förskoleklasser med 205 elever. Vid problemlösning urskilde eleverna relationen mellan helhet och delar, storleken på varje del, dela som division samt kontinuerlig och diskret mängd som aspekter av division. Vid problemformulering återkom dessa aspekter samt tillkom aspekten att täljaren kan vara ett rationellt tal. Utöver dessa aspekter av division formulerade eleverna till exempel uppgifter med en liknande kontext (kakor) men med ett annat matematikinnehåll (till exempel subtraktion). Då det finns få studier om problemlösning och problemformulering med yngre elever bidrar denna studie med kunskap av värde för både (förskoleklass)lärare och forskare.

VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.

VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.

In this paper, we reflect on the role of teacher education in preparing prospective teachers of mathematics for sustainable and rewarding careers as teachers. The basis of this reflection is the case of Alva, a teacher who, after a promising start, decided to leave the profession. Through a process of analysing Alva’s final interview before leaving teaching, we identify a set of interpretive repertoires relating to the notion of dissonance. These interpretive repertoires reveal several sources of tension for Alva some of which relate directly to the ‘ideal mathematics classroom’ promoted during Alva’s teacher education. By asking the question, what could have been different for Alva? We consider the potential implications for mathematics teacher education and for us as mathematics teacher educators.

I denna studie arbetade förskoleklasselever med division genom problemlösning och problemformulering. Data kommer från en undervisningsaktivitet uppdelad på två tillfällen. Aktiviteten planerades i samarbete mellan förskoleklasslärare och forskare och genomfördes i 11 förskoleklasser med 205 elever. Vid problemlösning urskilde eleverna relationen mellan helhet och delar, storleken på varje del, dela som division samt kontinuerlig och diskret mängd som aspekter av division. Vid problemformulering återkom dessa aspekter samt tillkom aspekten att täljaren kan vara ett rationellt tal. Utöver dessa aspekter av division formulerade eleverna till exempel uppgifter med en liknande kontext (kakor) men med ett annat matematikinnehåll (till exempel subtraktion). Då det finns få studier om problemlösning och problemformulering med yngre elever bidrar denna studie med kunskap av värde för både (förskoleklass)lärare och forskare.

This paper initiates a longitudinal study that explores the growth and development of mathematics teacher educators (MTEs), particularly those transitioning from mathematics teacher to university-based MTE. While existing research often employsself-based methodologies, this study adopts positioning theory as an alternativeapproach, examining Mikaela, a lower primary school teacher transitioning to auniversity-based MTE in Sweden. The paper contributes to the broader understanding of growth and development, offering insights into the challenges and strategies involved in transitioning from mathematics teacher to a MTE. The study marks the beginning of a more extensive exploration of this transition process, emphasising the need for a nuanced conceptualisations of MTE learning and expertise., Felaktigt ISBN på publikationen: 978-1-0670278-3

Författarna har i snart tio år tillsammans med lärare i förskoleklass studerat hur en kreativ, reflekterande och problemlösande matematikundervisning skulle kunna utformas. I denna text diskuteras hur en sådan undervisning påverkar elevernas syn på hur matematikundervisning går till.

The mathematics teaching young students encounter not only affects the mathematics they are given the opportunity to learn but also their view of what mathematics is, how mathematics is taught and how they view their ability to learn mathematics. In this paper, an Educational Design Research study on problem solving and problem posing with Swedish six-year-olds will serve as an example. We elaborate on how students’ participation in education may affect their views of what it means to be taught and to learn mathematics. We do so by comparing drawings of mathematics classrooms made by students from eight classes, of which four attended the project. The results indicate a reform-oriented and more diverse view of content and form reflected in the drawings by the students participating in the intervention.

In this paper, we attempt to open a discussion about mathematics teacher education settings constraining prospective teachers’ discursive opportunities, a phenomenon noted in our respective doctoral dissertations. These two doctoral dissertations represent two different types of prospective teachers from three countries. Prospective primary school teachers who had positive experiences and interest in mathematics on the one hand, and prospective teachers who struggled with mathematics and were insecure about their future mathematics teaching on the other. In the discussion, we speculate about the implications of discursive opportunities for prospective teachers' process of becoming a mathematics teacher and highlight the need to place effort to offer sufficient discursive opportunities to prospective teachers.

VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.

In this study, preschool-class students worked with problem solving and problem posing on division. Data comes from an activity divided into two sessions. The activity was planned in collaboration between preschool-class teachers and researchers and carried out in 11 preschool classes with 205 students. While solving problems, students distinguished the relationship between the parts and whole, the size of each part, dividing as division and continuous and discrete quantities as aspects of division. While posing pro-blems, these aspects reappeared as well as the aspect that the numerator can be a rational number. Apart from problems on division, the students posed problems with a similar context (cookies) but a different mathematical content (e.g., subtraction). As there are few studies on problem solving and problem posing with younger students, this study contributes with knowledge of value to both (preschool class) teachers and researchers., I denna artikel presenteras en studie, genomförd i samarbete mellan forskare och förskoleklasslärare, där förskoleklasselever arbetade med division genom problemlösning och problemformulering. Data kommer från en aktivitet fördelad över två undervisningstillfällen. Undervisningen genomfördes i 11 förskoleklasser, med 205 elever . Vid problemlösning urskilde eleverna relationen mellan delar och helhet, storleken på varje del, att dela som division samt kontinuerlig och diskret mängd som aspekter av division. Även vid problemformulering synliggjordes dessa aspekter av division och aspekten att täljaren kan vara ett rationellt tal tillkom. Utöver uppgifter om division formulerade eleverna till exempel uppgifter med en liknande kontext (kakor) men med ett annat matematikinnehåll (till exempel subtraktion). Då det finns få studier om problemlösning och problemformulering med yngre elever bidrar denna studie med kunskap av värde för både (förskoleklass)lärare och forskare.