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Publications (10 of 25) Show all publications
Teledahl, A. (2023). Språkspalten: Mattespråket. Nämnaren : tidskrift för matematikundervisning (1)
Open this publication in new window or tab >>Språkspalten: Mattespråket
2023 (Swedish)In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 1Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2023
National Category
Didactics
Identifiers
urn:nbn:se:du-45558 (URN)
Available from: 2023-03-02 Created: 2023-03-02 Last updated: 2023-03-02Bibliographically approved
Teledahl, A., Helenius, O., Kilhamn, C. & Ahl, L. (2023). Writing down the solution separate from solving the problem. For the Learning of Mathematics, 43(2), 41-46
Open this publication in new window or tab >>Writing down the solution separate from solving the problem
2023 (English)In: For the Learning of Mathematics, ISSN 0228-0671, Vol. 43, no 2, p. 41-46Article in journal (Refereed) Published
Abstract [en]

Mathematical writing in school is difficult to teach. Reasons include that it is a domain in which there are rules for some parts of the writing like for example mathematical notation while others must be negotiated locally in the classroom. Writing is also seldom separated from the process of solving mathematical problems, creating a situation where students’ texts rarely are assessed based on their communicational merits alone. Writing done in connection with problem solving also often fails to distinguish between writing as a cognitive tool and writing to communicate with others. In this article we present and discuss a teaching design that addresses these problems by creating a separation between problem solving and the production of formal written mathematical communication. This separation creates an opportunity for the communicational merits of the texts that students produce to be discussed in class using a framework that suggests qualities to be considered.

National Category
Didactics
Identifiers
urn:nbn:se:du-47338 (URN)
Available from: 2023-11-30 Created: 2023-11-30 Last updated: 2023-11-30Bibliographically approved
Harvey, F. & Teledahl, A. (2022). Characteristics of Collaborative Learning in Teacher Professional Development: A Systematic Review. Mathematics Teacher Education and Development, 24(1), 72-95
Open this publication in new window or tab >>Characteristics of Collaborative Learning in Teacher Professional Development: A Systematic Review
2022 (English)In: Mathematics Teacher Education and Development, ISSN 1442-3901, Vol. 24, no 1, p. 72-95Article in journal (Refereed) Published
Abstract [en]

Professional Learning Communities (PLC) have been used increasingly in designing and discussing teachers' professional development, but how PLC are organised and framed differ between contexts. There is a lack of meta-level studies that aim to define and compare different ways of organising PLC. In this literature review of 32 studies, Cultural-historical Activity Theory (CHAT) is used as an analytical lens to examine different models for PLC in mathematics. By examining and comparing PLC in mathematics, the review aims to expand understanding of how PLC in mathematics can be organised and framed. The result revealed three distinctive activity systems with different objects: developing norms for collaboration, developing teachers’ understanding about mathematics and its teaching, and developing teachers’ repertoire of teaching actions. The activity systems vary concerning the use of mediating artifacts and the norms that regulate each activity system, but are similar regarding participants, context, and division of labor. The review indicates that the teachers participating in PLC in mathematics change their norms of collaboration, enhance their understanding of mathematics and its teaching, and/or enhance their ability to design and carry out mathematics teaching. Our findings can assist designers, organisers, participants, and researchers in making informed decisions about PLC in mathematics.

Place, publisher, year, edition, pages
Mathematics Education Research Group of Australasia, 2022
Keywords
teacher professional development, systematic review, activity theory, collaborative learning, PLC
National Category
Didactics
Identifiers
urn:nbn:se:du-45551 (URN)
Available from: 2023-03-02 Created: 2023-03-02 Last updated: 2023-03-02
Andersson, E., Sundhäll, M., Teledahl, A. & Rudsberg, K. (2022). Kollegialt lärande för skol- och undervisningsförbättring: ett helhetsperspektiv (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Kollegialt lärande för skol- och undervisningsförbättring: ett helhetsperspektiv
2022 (Swedish)Book (Other academic)
Abstract [sv]

Kollegialt lärande för skol- och undervisningsförbättring bygger på flera års praktiknära forskning och annan forskning inom skolutveckling, professionsutveckling och pedagogiskt ledarskap. Den erbjuder pedagogiska teorier, modeller och metoder för kollegialt lärande i ett helhetsperspektiv som stärker alla elever. I boken framträder kollegialt lärande både som ett arbetssätt och ett förhållningssätt, och du som läsare rustas med verktyg för att hantera det kollegiala lärandets möjligheter och utmaningar. Dessa verktyg är vetenskapligt förankrade. Kollegialt lärande för skol- och undervisningsförbättring vänder sig till lärarstudenter, lärare rektorer, kvalitetsutvecklare och skolchefer inom alla skolformer. Boken är lämplig som litteratur på rektorsprogrammet och för lärarutbildningens utbildningsvetenskapliga kärna, framför allt inom områdena utvärdering, utvecklingsarbete och pedagogiskt ledarskap.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022. p. 352 Edition: 1
Keywords
Kollegialt lärande, skolutveckling, professionsutveckling, pedagogiskt ledarskap, utbildning, undervisning
National Category
Educational Sciences Pedagogy Didactics
Identifiers
urn:nbn:se:du-45552 (URN)9789144140353 (ISBN)
Available from: 2022-08-16 Created: 2023-03-02 Last updated: 2023-03-02Bibliographically approved
Teledahl, A. (2022). Lärares och forskares ambition att hitta ett gemensamt forskningsfokus. In: Inger Eriksson & Ann Öhman Sandberg (Ed.), Praktikutvecklande forskning mellan skola och akademi – Utmaningar och möjligheter vid samverkan: . Lund: Nordic Academic Press
Open this publication in new window or tab >>Lärares och forskares ambition att hitta ett gemensamt forskningsfokus
2022 (Swedish)In: Praktikutvecklande forskning mellan skola och akademi – Utmaningar och möjligheter vid samverkan / [ed] Inger Eriksson & Ann Öhman Sandberg, Lund: Nordic Academic Press, 2022Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Nordic Academic Press, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:du-45562 (URN)978-91-88909-84-8 (ISBN)
Available from: 2023-03-02 Created: 2023-03-02 Last updated: 2023-03-02Bibliographically approved
Teledahl, A. (2022). Lärares professionsutveckling [Review]. Utbildning och Demokrati, 31(2), 99-106
Open this publication in new window or tab >>Lärares professionsutveckling
2022 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 31, no 2, p. 99-106Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2022
National Category
Didactics
Identifiers
urn:nbn:se:du-45553 (URN)10.48059/uod.v31i2.1915 (DOI)
Note

Svensson, Christina, 1966-. - Undervisningsutvecklande professionsutbildning för blivande och verksamma matematiklärare : en studie med utgångspunkt i ett variationsteoretiskt perspektiv / Christina Svensson.. - 2022. - ISBN: 9789178772452

Available from: 2022-12-20 Created: 2023-03-02
Teledahl, A. (2022). Quality in students’ writing in mathematics. In: J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Ed.), Proceedings of the Twelfth Congress of European Research in Mathematics Education (CERME12): . Paper presented at Twelfth Congress of European Research in Mathematics Education (CERME12) . ERME / Free University of Bozen-Bolzano
Open this publication in new window or tab >>Quality in students’ writing in mathematics
2022 (English)In: Proceedings of the Twelfth Congress of European Research in Mathematics Education (CERME12) / [ed] J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti, ERME / Free University of Bozen-Bolzano , 2022Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
ERME / Free University of Bozen-Bolzano, 2022
National Category
Didactics
Identifiers
urn:nbn:se:du-45560 (URN)
Conference
Twelfth Congress of European Research in Mathematics Education (CERME12) 
Available from: 2023-03-02 Created: 2023-03-02 Last updated: 2023-03-02Bibliographically approved
Teledahl, A., Säfström, A.-I. & Dyrvold, A. (2022). Support in relation to problem solving – building a common knowledge base?. In: Linda Mattsson, Johan Häggström, Martin Carlsen, Cecilia Kilhamn, Hanna Palmér, Miguel Perez, Kerstin Pettersson (Ed.), Proceedings of MADIF 13, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2022, p.117-120: . Paper presented at MADIF 13 The thirteenth research conference of the Swedish Society for Research in Mathematics Education (pp. 117-120).
Open this publication in new window or tab >>Support in relation to problem solving – building a common knowledge base?
2022 (English)In: Proceedings of MADIF 13, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2022, p.117-120 / [ed] Linda Mattsson, Johan Häggström, Martin Carlsen, Cecilia Kilhamn, Hanna Palmér, Miguel Perez, Kerstin Pettersson, 2022, p. 117-120Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

We present three closely related projects concerned with supporting students’ mathe-matical problem solving. The projects build on the assumption that problem solving activities are beneficial to students’ learning but challenging for teachers to organise. Teachers must find ways to support students’ progress in problem solving without removing necessary challenges. The projects deal with this support in different ways, something we intend to use to illustrate the risk that mathematics education research becomes fragmented, making it more difficult for teachers to access and use research results in their professional development. We welcome participants to discuss how closely related research projects like ours can collaborate and complement each other to contribute to a knowledge base that is accessible and useful to teachers. 

National Category
Didactics
Identifiers
urn:nbn:se:du-45554 (URN)978-91-984024-5-2 (ISBN)
Conference
MADIF 13 The thirteenth research conference of the Swedish Society for Research in Mathematics Education
Available from: 2022-11-04 Created: 2023-03-02 Last updated: 2023-03-02Bibliographically approved
Teledahl, A., Eriksson, H. & Palmér, H. (2021). Representationer och strategier i problemlösning.
Open this publication in new window or tab >>Representationer och strategier i problemlösning
2021 (Swedish)Other (Other (popular science, discussion, etc.))
Publisher
p. 12
National Category
Educational Sciences
Identifiers
urn:nbn:se:du-38421 (URN)
Note

Lärportalen Skolverket.

Matematik – Förskoleklass och grundskola åk 1–3

Modul: Problemlösning Del 4: Representationer och strategier i problemlösning

Available from: 2021-10-11 Created: 2021-10-11 Last updated: 2023-04-14Bibliographically approved
Teledahl, A. & Olsson, J. (2021). Students’ use of written and illustrative information in mathematical problem solving. In: Sustainable mathematics education in a digitalized world: Proceedings of MADIF 12 The twelfth research seminar of the Swedish Society for Research in Mathematics Education Växjö, January 14–15, 2020. Paper presented at MADIF12 Växjö Januari 14-15, 2020 (pp. 173-182).
Open this publication in new window or tab >>Students’ use of written and illustrative information in mathematical problem solving
2021 (English)In: Sustainable mathematics education in a digitalized world: Proceedings of MADIF 12 The twelfth research seminar of the Swedish Society for Research in Mathematics Education Växjö, January 14–15, 2020, 2021, p. 173-182Conference paper, Published paper (Refereed)
Series
Skrifter från Svensk Förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 15
National Category
Didactics
Identifiers
urn:nbn:se:du-45555 (URN)978-91-984024-4-5 (ISBN)
Conference
MADIF12 Växjö Januari 14-15, 2020
Available from: 2023-03-02 Created: 2023-03-02 Last updated: 2023-03-02
Projects
Bedömningspraktiker i utvecklingMUSK - Matematikundervisning för skriftlig kommunikationLärare som lyckas med ämnesintegrering
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0386-1482

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