Camilla Björklund | University of Gothenburg (original) (raw)

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Papers by Camilla Björklund

Early years, Apr 29, 2024

Education enquiry, Feb 29, 2024

Routledge eBooks, Jul 29, 2020

The focus of this article is on mathematics teaching in a play-based and goal-oriented practice, ... more The focus of this article is on mathematics teaching in a play-based and goal-oriented practice, such as preschool, and on how different lines of actions may impact children's learning opportunities. Video recordings of authentic play activities involving children and nine teachers from different preschools were analyzed qualitatively to answer the following research questions: (1) What lines of action do teachers use when they teach mathematics in play? and (2) What implications may different ways of teaching have for children's learning opportunities? The analysis revealed four different categories: confirming direction of interest; providing strategies; situating known concepts; and challenging concept meaning. As these differ regarding both the mathematics content focused on and the kind of knowledge emphasized, they have implications for children's learning opportunities.

Designs for Learning, 2022

Barnboken

Aesthetics in Practice: About the Relationship Between Aesthetics and Pedagogy When Reading Lisen... more Aesthetics in Practice: About the Relationship Between Aesthetics and Pedagogy When Reading Lisen Adbåge’s Samtidigt som The purpose of this article is to investigate the relationship between aesthetics and pedagogy by focusing on a picturebook’s aesthetic design and students’ understanding of time as abstraction. The survey uses Lisen Adbåge’s picturebook Samtidigt som (At the Same Time As, 2017), which was read and discussed in three Swedish preschool classes. In the study, the book’s artistic forms of expression are linked to students’ statements about what ”at the same time as” means. The research questions are: a) How does time appear as a phenomenon through the book’s artistic forms of expression? b) What do the children focus on in doublespreads that arouse their interest when they reason about what ”at the same time” means? and c) Is it possible to discern what specifically triggers thoughts about time through the aesthetic design of the book? To answer the research question...

The purpose of this study is to describe the developmental benefits emerging from the theoretical... more The purpose of this study is to describe the developmental benefits emerging from the theoretical approach variation theory of learning, and the implementation of learning study in preschool. An educator specialized in educating children with special needs ...

Nordisk Barnehageforskning, Apr 11, 2023

I den här artikeln riktar vi uppmärksamhet mot uttrycket matematisera, myntat av matematikdidakti... more I den här artikeln riktar vi uppmärksamhet mot uttrycket matematisera, myntat av matematikdidaktikern Hans Freudenthal och ofta använt i beskrivningar av förskolebarns matematiklärande. I artikeln problematiseras Freudenthals matematikdidaktiska ansats med fokus på hur matematisera framträder i undervisning där lek har en central roll. Mer explicit studeras hur form och innehåll i tre lekaktiviteter (94 videoinspelade observationer) tillsammans med barns och förskollärares ageranden möjliggör matematiserande utan att lekens ursprungliga värden förringas utan snarare vidgas eller fördjupas. Resultaten visar att undervisning som möjliggör matematiserande är en didaktisk utmaning där barns agency i lekaktiviteten, deras kunskaper om lekens struktur samt deras tidigare matematikkunskaper framstår som kritiskt. Pedagogiska implikationer är vikten av barns frihet att ta initiativ till att undersöka och använda matematik som är relevant för leken samt hur förskollärarens aktiva deltagande i leken främjar barnens agency.

Educational studies in mathematics, Jun 22, 2024

Learning to calculate with natural numbers by structuring seems promising but how this can be tau... more Learning to calculate with natural numbers by structuring seems promising but how this can be taught in a sustainable manner remains an open question. An eight-month-long intervention based on the idea of using a structural approach to addition and subtraction, and particularly bridging through ten, was implemented in four Swedish first-grade classes. One goal was that by the end of first grade, students would be able to solve tasks such as subtracting 8 from 15 by using part-whole number relations. In this paper, we report on learning outcomes from task-based interviews with intervention and control groups before, immediately after, and one year after the intervention, in order to investigate long-term effects and whether students used a structural approach when solving tasks in a higher number range in the second grade. In comparison to controls, students in the intervention group showed higher increases in their learning outcomes. Moreover, the intervention group used a structural approach to a larger extent when solving tasks in higher number ranges, whereas students in the control group more commonly used singleunit counting to solve such tasks. These findings have implications both for teaching and for research on students' development of arithmetic skills.

Forskning om undervisning och lärande/Forskning om undervisning och lärande, Jun 4, 2024

Denna artikel publiceras med öppen tillgång under villkoren i Creative Commons. Erkännande-licens... more Denna artikel publiceras med öppen tillgång under villkoren i Creative Commons. Erkännande-licensen CC BY 4.0, som tillåter användning, spridning och reproduktion i vilket medium som helst, förutsatt att originalverket är korrekt citerat.

Journal of Early Childhood Education Research, Apr 13, 2024

Even though there today is a solid view on early childhood mathematics education being of importa... more Even though there today is a solid view on early childhood mathematics education being of importance, there is a quite diverse view on how this education is to be realized. In many countries, both teaching and play are emphasized in the early childhood education curricula why the question of how to conduct play-oriented mathematics education is relevant. In this study, we empirically elaborate on mathematizing as a possible cross between play and mathematics education. Mathematizing, as developed by the Dutch mathematician Hans Freudenthal, implies seeing the world in the light of mathematics and being able to identify how mathematics contribute to solving everyday problems. In this study we empirically investigate the theoretical construct of mathematizing in a preschool setting, aiming to clarify when and how mathematizing is made possible, and what seem to be the constraints on it. Based on 15 observations of preschool teachers' attempts to implement play-oriented mathematics education, the presence of a true problem and character of teachers' questions stand out as the keys to making mathematizing, as a merge of play and teaching, possible.

The focus of this paper is on how teachers make it possible for toddlers (1-3-year-olds) to learn... more The focus of this paper is on how teachers make it possible for toddlers (1-3-year-olds) to learn about numbers when playing a designed lottery game. Based on theoretical principles from the variation theory of learning, the aim of the game is to make the toddlers discern cardinality as one aspect of numbers. We elaborate on the strategies the teachers use when helping the children to play the game and on how actions by the teachers make it possible (or do not) for the children to discern cardinality. 195 video recordings of teachers and children playing the game were analysed. The results show that small differences in the provided strategies encourage the children to discern either the number or the pattern of the dots in the game. Even if the game is designed to make it possible for toddlers to discern cardinality, the teacher's actions make it more or less likely that this discernment will happen.

Springer eBooks, Sep 27, 2023