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Svensson Källberg, PetraORCID iD iconorcid.org/0000-0002-8012-6310
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Publikasjoner (10 av 31) Visa alla publikasjoner
Svensson Källberg, P. & Roos, H. (2025). Meaning(s) of a student perspective in mathematics education research. Educational Studies in Mathematics
Åpne denne publikasjonen i ny fane eller vindu >>Meaning(s) of a student perspective in mathematics education research
2025 (engelsk)Inngår i: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816Artikkel, forskningsoversikt (Fagfellevurdert) Epub ahead of print
Abstract [en]

This systematic literature review explores meaning(s) of a student perspective in mathematics education research by investigating the intentionalities of research texts that use a student perspective. The study views research texts as being produced in and infuenced by the context and the discourses in which they are submerged. In exploring the meaning(s) of a student perspective in mathematics education research, we draw on Skovsmose’s intentionality interpretation of meaning. A total of 98 unique research texts were explored, resulting in three meanings of student perspectives in mathematics education research: ‘feelings, experiences, and views’, ‘evaluating interventions’ and ‘validating efects’. The results show that student perspectives in mathematics education research predominantly consisted of studies with the intentionalities of evaluation and validation having a “regular” student in mind. Perspectives from students with certain characteristics, like underserved students and students in diferent performance levels, are scarce. While the fndings might not be surprising, this literature review nonetheless calls for rethinking student perspectives in mathematics education research to include research with students that recognize students’ diverse backgrounds. We end the article by suggesting a desire-based research approach to seriously address students’ hopes, wishes, aspirations, and desires in mathematics education research. 

sted, utgiver, år, opplag, sider
Springer, 2025
Emneord
Systematic literature review, Student perspectives, Student voices, Mathematics education, Intentionalities, Intentionality interpretation of meaning
HSV kategori
Forskningsprogram
Matematikens didaktik
Identifikatorer
urn:nbn:se:mau:diva-72900 (URN)10.1007/s10649-024-10374-w (DOI)001389770700001 ()2-s2.0-85214215650 (Scopus ID)
Tilgjengelig fra: 2025-01-06 Laget: 2025-01-06 Sist oppdatert: 2025-01-27bibliografisk kontrollert
Svensson Källberg, P., Ryan, U., Chronaki, A., Meaney, T. & Norén, E. (2024). Collages as a research methodology in mathematics education research?. In: Johan Häggström; Cecilia Kilhamn; Linda Mattsson; Hanna Palmér; Miguel Perez; Kerstin Pettersson; Ann-Sofi Röj-Lindberg; Anna Teledahl (Ed.), Proceedings of MADIF 14The fourteenth research conference ofthe Swedish Society for Researchin Mathematics Education Örebro, March 19–20, 202: Mediating Mathematics. Paper presented at The fourteenth research conference of the Swedish Society for Research in Mathematics Education: Mediating Mathematics, 19 - 20 March 2024, Örebro, Sweden. (pp. 139-139). Svensk Förening för MatematikDidaktisk Forskning, 18
Åpne denne publikasjonen i ny fane eller vindu >>Collages as a research methodology in mathematics education research?
Vise andre…
2024 (engelsk)Inngår i: Proceedings of MADIF 14The fourteenth research conference ofthe Swedish Society for Researchin Mathematics Education Örebro, March 19–20, 202: Mediating Mathematics / [ed] Johan Häggström; Cecilia Kilhamn; Linda Mattsson; Hanna Palmér; Miguel Perez; Kerstin Pettersson; Ann-Sofi Röj-Lindberg; Anna Teledahl, Svensk Förening för MatematikDidaktisk Forskning , 2024, Vol. 18, s. 139-139Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The aim of this workshop is to explore how collages could function as a research methodology that takes seriously power issues connected to hierarchies, by increasing multivocality and pluralism, in order to facilitate dialogue. In small groups, the participants will explore and respond to some collages that teacher educators have created about their desires for mathematics education in migration contexts. The workshop will focus on the following questions, a) how and what desires can be interpreted in the collages? and b) therefore are collages an ethical research method for co-constructing dialogues? 

sted, utgiver, år, opplag, sider
Svensk Förening för MatematikDidaktisk Forskning, 2024
Serie
Skrifter från Svensk Förening för Matematik Didaktisk Forskning, Nr. 18, ISSN 1651-3274
HSV kategori
Identifikatorer
urn:nbn:se:mau:diva-72331 (URN)978-91-984024-7-6 (ISBN)
Konferanse
The fourteenth research conference of the Swedish Society for Research in Mathematics Education: Mediating Mathematics, 19 - 20 March 2024, Örebro, Sweden.
Tilgjengelig fra: 2024-11-22 Laget: 2024-11-22 Sist oppdatert: 2025-01-21bibliografisk kontrollert
Ryan, U. & Svensson Källberg, P. (2024). Flerspråkiga och kulturella aspekter i matematikundervisningen. Stockholm: Skolverket
Åpne denne publikasjonen i ny fane eller vindu >>Flerspråkiga och kulturella aspekter i matematikundervisningen
2024 (svensk)Annet (Annet (populærvitenskap, debatt, mm))
sted, utgiver, år, sider
Stockholm: Skolverket, 2024. s. 7
HSV kategori
Identifikatorer
urn:nbn:se:mau:diva-71293 (URN)
Prosjekter
Literacy and Inclusive teaching (LIT)
Tilgjengelig fra: 2024-09-20 Laget: 2024-09-20 Sist oppdatert: 2024-09-24bibliografisk kontrollert
Ryan, U. & Svensson Källberg, P. (2024). Immigrant students’ experiences of (Re)producing school mathematics in home-School transitions: epistemological positioning. Research in Mathematics Education, 1-20, Article ID https://doi.org/10.1080/14794802.2024.2401484.
Åpne denne publikasjonen i ny fane eller vindu >>Immigrant students’ experiences of (Re)producing school mathematics in home-School transitions: epistemological positioning
2024 (engelsk)Inngår i: Research in Mathematics Education, ISSN 1754-0178, s. 1-20, artikkel-id https://doi.org/10.1080/14794802.2024.2401484Artikkel i tidsskrift (Fagfellevurdert) Epub ahead of print
Abstract [en]

School mathematics is not universal. It produces and is produced by social norms. What is considered as normatively appropriate school mathematics may vary when immigrant students (re)produce school mathematics in transitions between school mathematical practices at home and at school. In this study, one group of primary school students and two groups of secondary school students were interviewed to investigate their experiences with school mathematics in transitions. In contrast to some previous studies, the present study reveals instances where students positioned their parents as mathematically knowledgeable. To some students, it was important to know mathematical concepts in the mother tongue to be positioned as knowledgeable in mathematical conversations at home. This suggests that pedagogical practices should not only facilitate the transition of students’ everyday experiences into mathematics classrooms but also explore how school mathematics can be transitioned out of school, particularly considering transnationalities where ways of knowing transcend national boundaries.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2024
Emneord
immigrant students, mathematics, transitions
HSV kategori
Forskningsprogram
Matematikens didaktik
Identifikatorer
urn:nbn:se:mau:diva-71292 (URN)10.1080/14794802.2024.2401484 (DOI)001313461900001 ()2-s2.0-85204093349 (Scopus ID)
Prosjekter
Literacy and Inclusive Teaching (LIT)Malmö Institute for Studies of Migration, Diversity and Welfare (MIM)
Forskningsfinansiär
Malmö University
Tilgjengelig fra: 2024-09-20 Laget: 2024-09-20 Sist oppdatert: 2024-12-10bibliografisk kontrollert
Sjöström, J., Economou, C., Edström, A.-M., Ekberg, J.-E., Svensson Källberg, P., Larneby, M., . . . Örbring, D. (2024). Knowledge contributions from different school subjects to cross-curricular didactics for Bildung and sustainability. Paper presented at NOFA 9 conference, May 9-11, 2023, at Åbo Akademi University in Vaasa, Finland. Suomen ainedidaktisen tutkimusseura / Studies in Subject Didactics, 25, 66-91
Åpne denne publikasjonen i ny fane eller vindu >>Knowledge contributions from different school subjects to cross-curricular didactics for Bildung and sustainability
Vise andre…
2024 (engelsk)Inngår i: Suomen ainedidaktisen tutkimusseura / Studies in Subject Didactics, ISSN 1799-9596, Vol. 25, s. 66-91Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In the context of humanistic Bildung-centred Didaktik, the educational potential of different school subjects is emphasized. But how can different school subjects collectively contribute to the ‘cultivation-of-human-powers’ and Bildung with a focus on sustainability? In this article, seven different school subjects are compared. Eleven teacher educators from Malmö University, Sweden, have written scholarly about the roles of their respective school subjects for Bildung and sustainability. Drawing from the texts related to the seven school subjects – geography, mathematics, physical education and health, religious education, science for citizenship, Swedish as a second language, and visual arts – a comparative analysis was conducted. The primary focus was to understand the unique characteristics of each school subject, explore their epistemic differences, and discern their potential roles in fostering cross-curricular didactics for Bildung and sustainability. It is shown that the different school subjects collectively provide complementary contributions to contemporary Bildung and climate change literacy.

sted, utgiver, år, opplag, sider
Vasa: Finnish Research Association for Subject Didactics ; Åbo Akademi University, Faculty of Education and Welfare Studies, 2024
Emneord
curriculum, content, knowledge, transformation, knowledge contribution, school subject, curriculum subject, didactics, Didaktik, subject didactics, general subject didactics, cross-curricular, cross-curricular didactics, interdisciplinary, Bildung, contemporary Bildung, educational content, Klafki, Bildung dimension, material Bildung, formal Bildung, sustainability, citizenship, secondary school, subject education, geography, mathematics, physical education, religious education, science education, science studies, science for citizenship, language education, second language, L2, visual arts, comparative, epistemic, climate change education, climate change literacv, wicked problems, socio-scientific issues, Anthropocene, scientific literacy, future literacy, critical literacy, disciplinary literacy, capabilities, competences, knowings, powerful subject knowings, action competence, agency, innehåll, kunskap, kunskapsbidrag, skolämne, skolämnen, didaktik, ämnesdidaktik, allmän ämnesdidaktik, ämnesundervisning, ämnesövergripande, tvärvetenskap, bildning, allmänbildning, bildningskategorier, hållbarhet, geografi, matematik, idrott, idrott och hälsa, religionskunskap, naturkunskap, svenska som andraspråk, språk, bild, klimatundervisning
HSV kategori
Forskningsprogram
Hållbarhetsstudier
Identifikatorer
urn:nbn:se:mau:diva-70227 (URN)978-952-5993-40-0 (ISBN)
Konferanse
NOFA 9 conference, May 9-11, 2023, at Åbo Akademi University in Vaasa, Finland
Tilgjengelig fra: 2024-08-14 Laget: 2024-08-14 Sist oppdatert: 2025-01-07bibliografisk kontrollert
Svensson Källberg, P., Karlsson, A. & Nygård Larsson, P. (2024). Spaces for multilingualism in mathematics classrooms? – teachers’ perceptions and experiences. Paper presented at CIEAEM 74, Malmö , Sweden, 15-19 August 2023. Quaderni di Ricerca in Didattica" QRDM (Mathematics) (13), 473-480
Åpne denne publikasjonen i ny fane eller vindu >>Spaces for multilingualism in mathematics classrooms? – teachers’ perceptions and experiences
2024 (engelsk)Inngår i: Quaderni di Ricerca in Didattica" QRDM (Mathematics), ISSN 1592-5137, E-ISSN 1592-4424, nr 13, s. 473-480Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper sets out to describe a research project and to present and discuss some of its pre- liminary findings from an initial explorative phase. The project is conducted in collaboration with mathematics and science teachers in four mainstream compulsory schools with strong linguistic diver- sity within a geographic frame of a predominantly urban region in Sweden. The overall aim of the study is to generate knowledge about pedagogical potentials and limitations of multilingual practices in mathematics and science education. In this paper we draw on interviews with teachers, as well as workshops in which teachers and researchers collaborated, to explore the various meaning-making re- sources teachers express they draw on for teaching mathematics in multilingual settings, and their per- ceptions and experiences of teaching mathematics in multilingual settings. The preliminary findings indicate that the teachers draw on different meaning-making resources, with emphasis on resources that can be related to language responsive teaching. It seems easier for the teachers to reason about language responsive mathematics teaching than multilingual mathematics teaching. The teachers rea- son more about the value of a multilingual approach and less of concrete multilingual methods and strategies for teaching mathematics to multilingual students. They express positive views about multi- lingualism as a resource for learning mathematics at the same time as they show a hesitancy towards it, demonstrating an ambivalence.

sted, utgiver, år, opplag, sider
Palermo: G.R.I.M. (Departimento di Matematica e Informatica), 2024
HSV kategori
Forskningsprogram
Matematikens didaktik
Identifikatorer
urn:nbn:se:mau:diva-72448 (URN)
Konferanse
CIEAEM 74, Malmö , Sweden, 15-19 August 2023
Prosjekter
Literacy and Inclusive teaching (LIT)
Tilgjengelig fra: 2024-11-28 Laget: 2024-11-28 Sist oppdatert: 2024-12-03bibliografisk kontrollert
Svensson Källberg, P. & Ryan, U. (2024). The Gatekeeping Role of Mathematics Education in Migration Contexts – A Visit to Malmö: Three Snapshots To Illustrate The Opening Or Closing Of The Gate To Mathematics Learning. Current Issues in Migration Research, 1(1), 6-11
Åpne denne publikasjonen i ny fane eller vindu >>The Gatekeeping Role of Mathematics Education in Migration Contexts – A Visit to Malmö: Three Snapshots To Illustrate The Opening Or Closing Of The Gate To Mathematics Learning
2024 (engelsk)Inngår i: Current Issues in Migration Research, E-ISSN 3035-7500, Vol. 1, nr 1, s. 6-11Artikkel i tidsskrift (Annet vitenskapelig) Published
Abstract [en]

The text discusses the gatekeeping role of mathematics education for youth in Malmö (and elsewhere) with immigrant backgrounds. The text argues that mathematics education may play a significant role as a gatekeeper for immigrant students’ advancements in the educational system as well as in the society at large.

HSV kategori
Forskningsprogram
Matematikens didaktik
Identifikatorer
urn:nbn:se:mau:diva-72451 (URN)10.24834/cimr.2024.1.1815 (DOI)
Prosjekter
Literacy and Inclusive teaching (LIT)
Tilgjengelig fra: 2024-11-28 Laget: 2024-11-28 Sist oppdatert: 2024-12-10bibliografisk kontrollert
Svensson Källberg, P. & Ryan, U. (2024). Undervisning i flerspråkiga matematikklassrum. Stockholm: Skolverket
Åpne denne publikasjonen i ny fane eller vindu >>Undervisning i flerspråkiga matematikklassrum
2024 (svensk)Annet (Annet (populærvitenskap, debatt, mm))
sted, utgiver, år, sider
Stockholm: Skolverket, 2024. s. 10
HSV kategori
Forskningsprogram
Matematikens didaktik
Identifikatorer
urn:nbn:se:mau:diva-72447 (URN)
Prosjekter
Literacy and Inclusive teaching (LIT)
Tilgjengelig fra: 2024-11-28 Laget: 2024-11-28 Sist oppdatert: 2024-11-29bibliografisk kontrollert
Karlsson, A., Nygård Larsson, P., Svensson Källberg, P. & Jakobsson, A. (2024). UTRYMME FÖR FLERSPRÅKIGHET?: PEDAGOGISKA MÖJLIGHETER OCH BEGRÄNSNINGAR FÖR FLERSPRÅKIGA FÖRHÅLLNINGSSÄTT OCH AKTIVITETER I NO-UNDERVISNINGEN. In: Svava Pétursdóttir (Ed.), : . Paper presented at NFSUN 2024: Revisioning STEAM education in times of Climate Change, University of Iceland, 5–7 June 2024, Reykjavik, Iceland.. University of Iceland Press
Åpne denne publikasjonen i ny fane eller vindu >>UTRYMME FÖR FLERSPRÅKIGHET?: PEDAGOGISKA MÖJLIGHETER OCH BEGRÄNSNINGAR FÖR FLERSPRÅKIGA FÖRHÅLLNINGSSÄTT OCH AKTIVITETER I NO-UNDERVISNINGEN
2024 (svensk)Inngår i: / [ed] Svava Pétursdóttir, University of Iceland Press, 2024Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

This paper is a part of the project Spaces for multilingualism (Swedish Research Council, 2021-04155). The aim of the project is to generate knowledge about the pedagogical potentials and limitations of multilingual practices in mathematics and science education. We specifically aim to explore and problematise how multilingual approaches and activities may promote mathematics and science teaching and learning in school years 4–9. The qualitative project is conducted by an interdisciplinary research team that integrates theories from educational research in didactics, sociology and linguistics, including translanguaging theories. The project’s four-year period comprises initial exploration of existing pedagogical practices, in four culturally and linguistically diverse schools. The explorative phase is followed by a two-year period of pedagogical interventions.The presentation will focus on the exploratory phase of the study and the preliminary findings from interviews with students and teachers, workshops where teachers and researchers worked together, and classroom observations, and focus on teachers’ and students’ use of meaning-making resources in science education, and how students’ prior experiences and communicative repertoires are acknowledged as resources in multilingual classroom activities.

sted, utgiver, år, opplag, sider
University of Iceland Press, 2024
Emneord
Multilingual students, Science education, Translanguaging
HSV kategori
Forskningsprogram
Naturvetenskapernas didaktik
Identifikatorer
urn:nbn:se:mau:diva-71257 (URN)
Konferanse
NFSUN 2024: Revisioning STEAM education in times of Climate Change, University of Iceland, 5–7 June 2024, Reykjavik, Iceland.
Forskningsfinansiär
Swedish Research Council, 2021-04155
Tilgjengelig fra: 2024-09-18 Laget: 2024-09-18 Sist oppdatert: 2024-09-23bibliografisk kontrollert
Righard, E., Svensson Källberg, P., Amadasi, S., Damery, S., Slany, K. & Droessler, T. (2023). Epistemic authority and hybrid integration in the view of language ideologies in classroom discourse (1ed.). In: Claudio Baraldi (Ed.), Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration (pp. 143-164). Routledge
Åpne denne publikasjonen i ny fane eller vindu >>Epistemic authority and hybrid integration in the view of language ideologies in classroom discourse
Vise andre…
2023 (engelsk)Inngår i: Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration / [ed] Claudio Baraldi, Routledge, 2023, 1, s. 143-164Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

The overall aim of the chapter is to contribute to the discussion on how teachers’ facilitation of classroom interaction can be understood in view of mono- and bi-/multilingual norms, and more specifically how teachers relate to, make use of, and strengthen children’s epistemic authority through language competences in the multilingual classroom. The analysis is primarily based on two sets of data. First, teacher interviews which answer to what problems and solutions teachers experience concerning teaching and learning in the multilingual classroom, and how they view their role as facilitator of dialogue and a promoter of agency and hybrid integration in relation to this. Secondly, video-recordings of classroom interaction in selected European localities teachers’ facilitation of dialogue were explored with regard to considering monolingual and bi-/multilingual ideologies and the promotion of hybrid integration. The analysis shows how the monolingual ideology permeates the data material. Students’ multilingual resources are not recognised and valued; consequently, multilingual students’ agency and epistemic authority is hindered. However, there are glimpses of “cracks” where spaces for alternative practices can be developed, in which students can use their full linguistic repertoire, including varying named languages to express their views or ideas beyond the language of instruction, which create potentials for strengthening students’ participation in classroom interactions. The chapter argues that children’s language competences should be integral to understandings of their epistemic authority and calls for further research into how strategies that accomplish this can be developed and transferred across classrooms and localities, with the purpose of strengthening all children’s epistemic authority in education.

sted, utgiver, år, opplag, sider
Routledge, 2023 Opplag: 1
Serie
Migration and Education
HSV kategori
Identifikatorer
urn:nbn:se:mau:diva-61795 (URN)10.4324/9781003341772-8 (DOI)001158797400008 ()2-s2.0-85166162211 (Scopus ID)9781003341772 (ISBN)9781032377810 (ISBN)
Tilgjengelig fra: 2023-08-07 Laget: 2023-08-07 Sist oppdatert: 2025-01-29bibliografisk kontrollert
Prosjekter
CHILD-UP; Publikasjoner
Rohr, M., Foertsch, L., Droessler, T., Harju, A., Hautamäki, T., Jousmäki, H., . . . Wagner, H. (2024). “Then you want everyone to be friends, and [having] friends is important for learning, I think”: The Role of Peers in Children’s Integration, Participation and Learning. Revista Española de Sociología, 33(2), a215-a215Righard, E., Svensson Källberg, P., Amadasi, S., Damery, S., Slany, K. & Droessler, T. (2023). Epistemic authority and hybrid integration in the view of language ideologies in classroom discourse (1ed.). In: Claudio Baraldi (Ed.), Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration (pp. 143-164). RoutledgeDamery, S., Ślusarczyk, M., di Napoli, E. & Righard, E. (2023). The complex position of migrant children in European legislation and education. In: Brandi, Claudio (Ed.), Exploring the narratives and agency of children with migrant backgrounds within schools: Researching hybrid integration (pp. 32-48). Milton Park and New York: Routledge
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-8012-6310