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  • 1.
    Ahl, Linda
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hoelgaard, Lena
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Koljonen, Tuula
    Lärarhandledning för inspiration och kompetensutveckling2013In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 4, p. 43-47Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Ahl, Linda
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Investigating the voice of two Swedish mathematics teacher guides2015In: PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9) / [ed] Krainer, K Vondrova, N, CHARLES UNIV, FAC EDUC , 2015, p. 3165-3166Conference paper (Refereed)
    Abstract [en]

    This poster presents a study on the voice of two Swedish mathematics teacher guides. We have made a content analysis of teacher guides to the two most commonly used mathematics textbooks in Swedish lower secondary school Grades 7 to 9. Our theoretical stance is that curriculum resources can support teachers pedagogical design capacity. Our analysis shows that the voice of both guides speaks through the teacher with narratives and scripted instructions, instead of making visible the strengths and weaknesses with different teaching design considerations. The results could be used to further elaborate on how the teacher guides can be designed to support the pedagogical design capacity for a range of different teachers.

  • 3. Ahl, Linda
    et al.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    When teacher guides speak “past” the teacher: Two Swedish mathematics teacher guides2017Conference paper (Refereed)
    Abstract [en]

    In this paper we report on how two Swedish mathematics teacher guides communicate with teachers. We have analysed the guides from the theoretical stance that curriculum resources can support teachers’ pedagogical design capacity, i.e. support them to find productive ways to adapt curriculum resources. To investigate the guides we studied the “voice” by the use of language, focusing on personal pronouns and imperatives. Our analysis shows that both guides often speak “through” the teacher with narratives and scripted instructions, rather than “to” the teacher about strengths and weaknesses with different teaching design considerations. The results also show that in addition to speaking “to” or “through” guides can speak “past” the teacher, positioning her as an observer of the interaction between students and textbooks. This language construction is unexpected and may thus be seen as expanding the framework for investigating the “voice” of teacher guides. 

  • 4. Ahl, Linda
    et al.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Helenius, Ola
    The voice of curriculum developers in teacher guides2017In: For the Learning of Mathematics, ISSN 0228-0671, Vol. 37, no 2, p. 35-39Article in journal (Refereed)
  • 5.
    Ahl, Linda
    et al.
    Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hoelgaard, Lena
    Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    HOW ARE MATHEMATICS TEACHER GUIDES USED FOR SUPPORT AND INSPIRATION IN TEACHING?2014Conference paper (Refereed)
    Abstract [en]

    In this study we investigate how teachers talk about their use of mathematics teacher guides for support and inspiration, with the aim of broadening the knowledge of how teachers use these guides in and for teaching. Our second aim is to test whether guidelines for designing educative curriculum material can serve as an analytical tool. The results show that less experienced teachers use a wider scope of content in the teacher guide whereas more experienced teachers use teaching activities1 and support for the design of teaching. Common for all teachers, despite level of experience, is that they want the teacher guide to provide connections between theory and practice. The analytical tool served well for analysing interviews, helping us pay attention to the features of the content discussed.

  • 6.
    Hemmi, Kirsti
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hoelgaard, Lena
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ahl, Linda
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Analyzing mathematics curriculum materials in Sweden and in Finland: Developing an analytical tool2013In: The Eighth Congress of the European Society for Research in Mathematics Education. Feb 6th - Feb 10th, 2013., Antalya, Turkey, 2013Conference paper (Refereed)
  • 7.
    Hemmi, Kirsti
    et al.
    Åbo Akademi University, Vaasa, Finland.
    Kryzwacki, Heidi
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Uppsala University, Uppsala, Sweden.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication.
    Investigating Finnish teacher guides as a resource for mathematics teaching2017In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 6, p. 911-928Article in journal (Refereed)
    Abstract [en]

    The most commonly used Finnish mathematics teacher guides (Grades 1–6) are investigated so as to determine what kind of resource they constitute for teachers in planning and enacting mathematics teaching and what kind of mathematics classroom they promote. The structure and the main contents of the guides were found to be quite homogeneous. The nature of communication was mostly descriptive, but the separate activities suggested for each lesson were quite explicitly described. Suggested activities, such as mental calculation tasks and homework assignment, were typically motivated by nonspecific rationales, and many activities seemed to be taken for granted in the Finnish mathematics classroom culture. The results add both to knowledge about how to analyse teacher guides and to knowledge about Finnish educational features.

  • 8.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Finnish Teacher Guides in Mathematics: Resources for primary school teachers in designing teaching2014Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.

  • 9.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Finnish teaching materials in the hands of a Swedish teacher: The telling case of Cecilia2017In: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10), 2017, p. 1626-1633Conference paper (Refereed)
    Abstract [en]

    A common perception in Sweden is that the best teachers do not rely on ready-made teaching materials. The position taken in this paper, building on socio-cultural theory, assumes that teacher materials can support teachers. Although there is an emerging body of research focusing on teachers’ use of teaching materials, cross-cultural studies on this are scarce. The current study addresses this gap by offering unique insight into how a Swedish teacher makes use of teaching materials originally from Finland but slightly adapted to the Swedish context. Based on teacher interviews and classroom observations, I studied how the teacher planned for and enacted lessons. Findings indicate that she fits the material to her preexisting practice and, thus, does not follow the material’s original intentions. The results are compared with previous results on materials and their use, and finally some implications for Swedish mathematics education are presented. 

  • 10.
    Koljonen, Tuula
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kryzwacki, Heidi
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Investigating Finnish teacher guides for Grades 1-6 as resource for teaching mathematicsManuscript (preprint) (Other academic)
    Abstract [en]

    In this study, we investigate the most commonly used Finnish teacher guides for primary mathematics (Grades 1-6) in terms of their potential to support teaching mathematics and enhance teacher learning. We have analyzed the characteristics of teacher guides from two perspectives: 1) content and 2) form. The analysis was done in several iterative cycles. The teacher guides content are comprised of topics connected to educative aspects that support teachers at their work and potentially enhance teacher learning. Similarly, the form of the various Finnish teacher guides seems to follow the same pattern. Both the content and form of the teacher guides seem to be designed to facilitate the work of teachers by supporting the classroom practice with the design and the implementation of lessons. The findings are discussed in relation to the Finnish educational context, which influences both the way the guides are produced and their potential to enhance mathematics education.

  • 11.
    Koljonen, Tuula
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication.
    Finnish mathematics classrooms as construced by nine teacher guidesManuscript (preprint) (Other academic)
    Abstract [en]

    In this article we explore how mathematics classrooms are constructed in the most commonly used teacher guides for elementary schools (Grades 1-6) in Finland. The teacher guides cover about 87 percent of the Finnish market and several reports show that Finnish teachers appreciate and follow the guides. The construction of classrooms is investigated in terms of cultural scripts through analysis of the form and function of the conveyed recurrent classroom activities – quantitatively. The analyses reveal relatively uniform cultural scripts with certain pattern regularly, emerging in all three textbook series. For instance that, the lessons gives all students opportunity to join whole class interaction where communication, variation with routines exists as well as homework are offered. These findings are discussed in the light of earlier cross-cultural research about effective mathematics teaching and in relation to methodological challenges of mapping cultural scripts.

  • 12.
    Koljonen, Tuula
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ryve, Andreas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Faculty of Education, Østfold University College, Halden, Norway.
    Hemmi, K.
    Mathematics and science education, Åbo Akademi University, Vasa, Finland.
    Analysing the nature of potentially constructed mathematics classrooms in Finnish teacher guides–the case of Finland2018In: Research in Mathematics Education, ISSN 1479-4802, E-ISSN 1754-0178, Vol. 20, no 3, p. 295-311Article in journal (Refereed)
    Abstract [en]

    Given that curriculum materials serve as cultural artefacts, this study addresses the need for more research on curriculum materials in different contexts. Most studies concerning curriculum materials have been conducted in US and, therefore little is known about the nature of materials in other cultural-educational contexts. The aim of this paper is to identify the underlying cultural norms of potentially constructed classrooms, by analysing recurrent activities in the most commonly used Finnish teacher guides at primary-school level. We identified three norms embedded in them: (1) creating opportunities for learning through a variety of activities and communication; (2) keeping the class gathered around a specific mathematical topic; and (3) concurrent active involvement of teachers and students. The results add to knowledge about both teacher guides and the Finnish educational context. Moreover, it adds to the growing body of methodologies, as our analytical approach is novel in the context of textual analysis.

  • 13.
    Remillard, Janine
    et al.
    University of Pennsylvania.
    Van Steenbrugge, Hendrik
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Machalow, Rowan
    University of Pennsylvania.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hemmi, Kirsti
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Åbo Akademi.
    Krzywacki, Heidi
    Helsinki University.
    Examining Elementary Teachers’ Use of Digital Instructional Resources: A Cross-Cultural Study2018In: PROCEEDINGS of the Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA) / [ed] Hans-Georg Weigand, Alison Clark-Wilson, Ana Donevska-Todorova, Eleonora Faggiano, Niels Grønbæk and Jana Trgalova, 2018, p. 201-208Conference paper (Refereed)
  • 14.
    Van Steenbrugge, Hendrik
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Remillard, Janine
    University of Pennsylvania.
    Krzywacki, Heidi
    Helsinki University.
    Hemmi, Kirsti
    Åbo Akademi.
    Koljonen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Machalow, Rowan
    University of Pennsylvania.
    Understanding teachers’ use of instructional resources from a crosscultural perspective: the cases of Sweden and Flanders2018In: Proceedings of the Re(s)sources 2018 International Conference / [ed] Verônica Gitirana, Takeshi Miyakawa, Maryna Rafalska, Sophie Soury-Lavergne, Luc Trouche, 2018, p. 117-121Conference paper (Refereed)
1 - 14 of 14
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