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Matematik i förskoleklass: En studie om bedömning och matematikundervisning vid skolstart
Dalarna University, School of Teacher Education, Mathematics Education. Dalarna University, School of Teacher Education, Educational Work.ORCID iD: 0000-0002-5842-5605
2024 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Description
Abstract [en]

This thesis is about assessment and education in early mathematics. The aim is to develop knowledge about mathematics assessment in the Swedish preschool class and about how an equal mathematics education based on this assessment can be designed.

In Sweden, children begin preschool class at the age of six. In 2019, national assessment of mathematics was made mandatory in preschool class with the aim of assessing the mathematical thinking of all six-year-olds as they start school. To address the aim of the thesis, three studies were conducted: a document study, a focus group study, and an educational design research study. In the document study, assessment material for six-year-olds in Sweden and Norway was analysed. In the focus group study, four focus group interviews about early assessment with a total of 12 preschool class teachers were conducted. In the educational design research, four cycles of planning, implementation, and evaluation of mathematics education were conducted in a classroom with 18 preschool class students. Two theories were used: discourse analysis by Gee in study one and study two, and communities of practice by Wenger in study three. 

The findings of study one show a diversity of discourses both between and within the assessment materials of Sweden and Norway, indicating different views on when to assess, on what knowledge to assess, and on how and why to assess. The findings of study two show a diversity of discourses with different meanings ascribed to early mathematics education and equity. The findings of study three show that it is possible to develop mathematics education in a way that contributes to equity in mathematics, based on the assessment. 

Together, the findings of these studies indicate that teachers’ views on equity may affect the extent to which assessment may contribute to equity in early mathematics education. Furthermore, the results show that mathematics education in preschool class can be understood as unique, where the uniqueness is about how and why the mathematics education is carried out the way it is. However, mathematics education in preschool class can also be understood as changing as a result of challenges that come with the new national assessment for preschool class.

Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2024.
Series
Dalarna Doctoral Dissertations ; 34
Keywords [en]
Early childhood mathematics education, Early mathematics, Early assessment, Equity in mathematics, Discourse analysis, Focus group interviews, Educational design research
National Category
Didactics Pedagogy
Identifiers
URN: urn:nbn:se:du-48387ISBN: 978-91-88679-63-5 (print)OAI: oai:DiVA.org:du-48387DiVA, id: diva2:1852966
Public defence
2024-06-17, lecture hall F135, campus Falun, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2024-05-13 Created: 2024-04-19 Last updated: 2024-05-13Bibliographically approved
List of papers
1. Diversity of assessment discourses in Swedish and Norwegian early mathematics education
Open this publication in new window or tab >>Diversity of assessment discourses in Swedish and Norwegian early mathematics education
2022 (English)In: Journal of Childhood, Education and Society, ISSN 2717-638X, Vol. 3, no 2, p. 98-111Article in journal (Refereed) Published
Abstract [en]

In many countries, including those in the Nordic region, there has been a growing trend towards measuring students’ knowledge and understanding, a trend that is evident even in early education. This article presents a discourse analysis of mathematics assessment materials intended for six-year-olds in two neighbouring countries, Sweden and Norway. Thus, the article presents an example of early assessment in two neighboring countries with similar culture and education system. The aim is to investigate the similarities and differences between the various meanings ascribed to their assessment materials, and to discuss how these assessment materials may both influence and be influenced by early mathematics education in these two countries. The results show a diversity of discourses – both between and within the assessment materials – indicating different views on students’ learning of mathematics, on when to assess, on what knowledge to assess, and on how and why to assess. Thus, even though Sweden and Norway have similar cultures and education systems, there is no consensus when it comes to when, what and how to assess the mathematical knowledge of six-year-olds. © 2022 Journal of Childhood, Education & Society.

Place, publisher, year, edition, pages
Istanbul Kultur University, 2022
Keywords
Assessment, Discourse analysis, Early childhood education, Early mathematics
National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-42162 (URN)10.37291/2717638X.202232178 (DOI)2-s2.0-85134470371 (Scopus ID)
Available from: 2022-08-17 Created: 2022-08-17 Last updated: 2024-05-13Bibliographically approved
2. Discourses on mathematics education in the context of early assessment
Open this publication in new window or tab >>Discourses on mathematics education in the context of early assessment
2024 (English)In: Proceedings of the MAVI-29 Conference, 19-22 September 2023, Vercelli, Italy, 2024Conference paper, Published paper (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:du-47992 (URN)
Conference
29th International Mathematical Views Conference, MAVI-29 Conference, 19-22 September 2023, Vercelli, Italy
Available from: 2024-02-08 Created: 2024-02-08 Last updated: 2024-05-13Bibliographically approved
3. Diverse meanings ascribed to equity in early mathematics assessment
Open this publication in new window or tab >>Diverse meanings ascribed to equity in early mathematics assessment
2024 (English)In: Education Inquiry, E-ISSN 2000-4508Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article presents a discourse analysis of early mathematics teachers’ talk about mandatory national assessment material with a particular focus on communication about equity. With this assessment material, teachers do not decide what and how to assess; however, they are the ones who carry out the work before, during, and after assessment. Thus, teachers’ views of equity in assessment may influence how assessment is prepared, conducted, and followed up in teaching. In this study, discourse analysis is used as both a theory and an analytical tool. The study included four focus groups with 12 teachers from eight schools. In their communication, teachers ascribe different meanings to equity. In the results, four discourses with diverse meanings ascribed to equity are construed by the researcher: doing the same discourse, different needs discourse, unclear conditions discourse, and different resources discourse. The meaning of equity, as well as its goal and intention, differs in these discourses, which may have implications for educational practice in terms of tensions between different goals and intentions and thus implications for the degree to which assessment may contribute to equity in early mathematics education.

Keywords
Equity, early mathematics, assessment, discourse analysis
National Category
Pedagogical Work
Identifiers
urn:nbn:se:du-48043 (URN)10.1080/20004508.2024.2316390 (DOI)001163025000001 ()2-s2.0-85185694688 (Scopus ID)
Available from: 2024-02-16 Created: 2024-02-16 Last updated: 2024-05-13Bibliographically approved
4. Exploring the potential of using talk moves with young students when striving towards an equitable mathematics education
Open this publication in new window or tab >>Exploring the potential of using talk moves with young students when striving towards an equitable mathematics education
2023 (English)In: Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) / [ed] Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E., Budapest: Alfréd Rényi Institute of Mathematics and ERME , 2023, p. 2234-2241Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Budapest: Alfréd Rényi Institute of Mathematics and ERME, 2023
National Category
Didactics
Identifiers
urn:nbn:se:du-47993 (URN)978-963-7031-04-5 (ISBN)
Conference
13th Congress of the European Society for Research in Mathematics Education (CERME13), 10-14 July 2023, Budapest, Hungary
Available from: 2024-02-08 Created: 2024-02-08 Last updated: 2024-05-13Bibliographically approved

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Walla, Maria

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