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Lange, Troels
Publications (10 of 22) Show all publications
Helenius, O., Johansson, M. L., Lange, T., Meaney, T. & Wernberg, A. (2018). Differential enhancement in Mathematical Pre-School Class Activities. In: Uwe Gellert, Christine Knipping, Hauke Straeler-Pohl (Ed.), Uwe Gellert, Christine Knipping, Hauke Straeler-Pohl (Ed.), Inside the Mathematics Class: Sociological Perspectives on Participation, Inclusion, and Enhancement (pp. 119-144). Springer
Open this publication in new window or tab >>Differential enhancement in Mathematical Pre-School Class Activities
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2018 (English)In: Inside the Mathematics Class: Sociological Perspectives on Participation, Inclusion, and Enhancement / [ed] Uwe Gellert, Christine Knipping, Hauke Straeler-Pohl, Springer, 2018, p. 119-144Chapter in book (Other academic)
Abstract [en]

In this chapter, an adapted version of Dowling's distributive strategies is used to show how two children, Klara and Teo, are provided with differential enhancement in the mathematical learning opportunities that they are offered. The analysis shows that the use of everyday settings of mathematics problem, including expectations about the social relationship in those settings, can cause children to collude in the kind of enhancement that they experience. Expectations about the social relationships, within the problems being solved and between the participants, contributed to the two children using strategies which channeled them towards operating in different domains.

Place, publisher, year, edition, pages
Springer, 2018
Series
Advances in Mathematics Education, ISSN 1869-4918, E-ISSN 1869-4926
Keywords
Recontextualisation, Strategies of distribution, Micro-ethnography, Pedagogic strategies, Oppertunity
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-9650 (URN)10.1007/978-3-319-79045-9_6 (DOI)28192 (Local ID)978-3-319-79044-2 (ISBN)978-3-319-79045-9 (ISBN)28192 (Archive number)28192 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-07-07Bibliographically approved
Lange, T. (2016). Futures at Stake: Children’s Identity Work in the Force Field of Social Valorization of School Mathematics (ed.). In: Paul Ernest, Bharath Sriraman, Nuala Ernest (Ed.), Paul Ernest, Bharath Sriraman, Nuala Ernest (Ed.), Critical mathematics education: theory, praxis, and reality (pp. 319-340). : IAP, Information Age Publishing
Open this publication in new window or tab >>Futures at Stake: Children’s Identity Work in the Force Field of Social Valorization of School Mathematics
2016 (English)In: Critical mathematics education: theory, praxis, and reality / [ed] Paul Ernest, Bharath Sriraman, Nuala Ernest, IAP, Information Age Publishing , 2016, p. 319-340Chapter in book (Other academic)
Place, publisher, year, edition, pages
IAP, Information Age Publishing, 2016
Keywords
education, educational research, mathematics teaching, mathematics education
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-9980 (URN)000375728800018 ()23098 (Local ID)978-1-68123-259-1 (ISBN)978-1-68123-260-7 (ISBN)23098 (Archive number)23098 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Helenius, O., Johansson, M., Lange, T., Meaney, T. & Wernberg, A. (2016). Matematikdidaktik i Förskolan. Att utveckla lekfulla, matematiska barn. Gleerups Utbildning AB
Open this publication in new window or tab >>Matematikdidaktik i Förskolan. Att utveckla lekfulla, matematiska barn
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2016 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2016. p. 156
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-8066 (URN)28195 (Local ID)978-91-40-69131-6 (ISBN)28195 (Archive number)28195 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Helenius, O., Johansson, M., Lange, T., Meaney, T. & Wernberg, A. (2016). Measuring temperature within the didactic space of preschool (ed.). Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], 21(4), 155-176
Open this publication in new window or tab >>Measuring temperature within the didactic space of preschool
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2016 (English)In: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 21, no 4, p. 155-176Article in journal (Refereed) Published
Abstract [en]

The informal character of preschool mathematics, engaged in during children’s play, places complex requirements on preschool teachers. It also leads to challenges in developing appropriate analytical tools for researching teacher work. In this paper a framework, the ”didaktic space”, is described and used to analyse interactions between preschool teachers and children in relationship to mathematical learning situations. An interaction between a preschool teacher and a group of children about how to compare their temperatures is analysed, using this framework. The analysis focuses on how the teacher’s contributions as well as those of the children changed as the role of the mathematics changed. The paper discusses how the didaktic space offers a nuanced understanding of preschool mathematical situations, both to researchers and to teachers.

Place, publisher, year, edition, pages
Nationellt centrum för matematikutbildning (NCM), 2016
Keywords
mathematics, preeschool, didactic space
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-3377 (URN)24074 (Local ID)24074 (Archive number)24074 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Helenius, O., Johansson, M. L., Lange, T., Meaney, T. & Wernberg, A. (2015). Beginning Early: Mathematical Exclusion (ed.). In: (Ed.), (Ed.), Proceedings of the International Mathematics Education and Society Conference: . Paper presented at Mathematics Education and Society 8, Portland, Oregon, USA (June 21-26, 2015) (pp. 596-609). : Mathematics Education & Soc
Open this publication in new window or tab >>Beginning Early: Mathematical Exclusion
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2015 (English)In: Proceedings of the International Mathematics Education and Society Conference, Mathematics Education & Soc , 2015, p. 596-609Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, the distinction between Bernstein's horizontal and vertical discourse is used to show how two children are restricted in their possibilities to learn mathematics. The social relationships set up within contexts, both of the problems being solved, and between participants, contributed to the horizontal or vertical discourse being employed. In a circular motion, these discourses then reinforced the social relationships that could come into play. It is argued that mathematical exclusion can occur when social relationships, not only within problem contexts but also within interactions, miscue the kind of discourse which is foregrounded. Children can become confused over the sort of discourse that contributes to mathematics learning.

Place, publisher, year, edition, pages
Mathematics Education & Soc, 2015
Series
Mathematics education and society, ISSN 2077-9933
Keywords
Education & Educational Research
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-11968 (URN)000380609200049 ()27368 (Local ID)27368 (Archive number)27368 (OAI)
Conference
Mathematics Education and Society 8, Portland, Oregon, USA (June 21-26, 2015)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
Lembrér, D., Johansson, M. L., Meaney, T., Wernberg, A. & Lange, T. (2014). Assessing the Design of Collaborative Mathematical Activities for Preschool Children Using Interactive Tables (ed.). Paper presented at Meeting of the EARLI Special Interest Group 20 Computer-Supported Inquiry Learning will take place, Malmö, Sweden (2014). Paper presented at Meeting of the EARLI Special Interest Group 20 Computer-Supported Inquiry Learning will take place, Malmö, Sweden (2014).
Open this publication in new window or tab >>Assessing the Design of Collaborative Mathematical Activities for Preschool Children Using Interactive Tables
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2014 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

In the Swedish preschool curriculum, it is stated that children’s learning should happen through play. There is also an expectation that children will engage with ICT and be provided with situations that require them to engage with mathematical concepts. Consequently, the object of this research project is to evaluate mathematical games designed for interactive tables in regard to children’s needs and intersts. Four mathematical games are analysed to determine whether they utilise the affordances of the interactive tables in ways that were likely to support preschool children’s possibilities for learning mathematical concepts and language as well as how to interact with each other. This investigation provides information about how the affordances of interactive tables can be utlised to best meet the needs of young children for future design projects.

National Category
Engineering and Technology
Identifiers
urn:nbn:se:mau:diva-11370 (URN)19591 (Local ID)19591 (Archive number)19591 (OAI)
Conference
Meeting of the EARLI Special Interest Group 20 Computer-Supported Inquiry Learning will take place, Malmö, Sweden (2014)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
Lange, T. & Meaney, T. (2014). It's just as well kids don't vote: the positioning of children through public discourse around national testing. Mathematics Education Research Journal, 26(2), 377-397
Open this publication in new window or tab >>It's just as well kids don't vote: the positioning of children through public discourse around national testing
2014 (English)In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 26, no 2, p. 377-397Article in journal (Refereed) Published
Abstract [en]

The importance of mathematics or its alter ego 'numeracy' is being cemented in the public's mind with the instigation of national, high-stakes testing in Australia. Discussions about national testing in press releases, online news articles and online public comments tacitly attribute importance to mathematics. In these discussions, children are positioned as commodities, with mathematics achievement being the value that can be added to them. Deficit language identified some children as being less valuable commodities and less likely to gain value from schooling. In the same public discourse, the value of the sort of mathematics that can be assessed in these tests appeared to be so accepted that it did not need to be mentioned. This has social justice implications.

Place, publisher, year, edition, pages
Springer, 2014
Keywords
Media, Public discourse, National testing, Children, Social justice
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-65918 (URN)10.1007/s13394-013-0094-3 (DOI)000211032400013 ()2-s2.0-84901598964 (Scopus ID)
Available from: 2024-02-12 Created: 2024-02-12 Last updated: 2024-02-12Bibliographically approved
Lange, T., Meaney, T., Riesbeck, E. & Wernberg, A. (2014). Mathematical teaching moments: between instruction and construction. In: Ulrich Kortenkamp, Birgit Brandt, Christiane Benz, Götz Krummheuer, Silke Ladel, Rose Vogel (Ed.), Ulrich Kortenkamp, Birgit Brandt, Christiane Benz, Götz Krummheuer, Silke Ladel, Rose Vogel (Ed.), Early mathematics learning: Selected papers of the POEM 2012 conference (pp. 37-54). Springer
Open this publication in new window or tab >>Mathematical teaching moments: between instruction and construction
2014 (English)In: Early mathematics learning: Selected papers of the POEM 2012 conference / [ed] Ulrich Kortenkamp, Birgit Brandt, Christiane Benz, Götz Krummheuer, Silke Ladel, Rose Vogel, Springer, 2014, p. 37-54Chapter in book (Other academic)
Abstract [en]

Internationally there is much discussion about what and how mathematics should be integrated into preschool programmes. In Swedish preschools, there is a strong tradition of valorising children’s play. Using video data, we identify how one teacher in a Swedish preschool recognises and builds on mathematical teaching moments that arise from children’s play. We use these data to discuss how the guided play context facilitates some teacher actions while constraining others. Respectful listening and asking challenging questions seem to stimulate the development of children’s mathematical curiosity. However, the teacher is not able to insist that her suggestions for activities are taken up by the children.

Place, publisher, year, edition, pages
Springer, 2014
Keywords
mathematics education, preschool, play, learning, teaching moments, children, scaffolding, intent participation, assembly-line instruction
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-10161 (URN)10.1007/978-1-4614-4678-1 (DOI)16879 (Local ID)978-1-4614-4677-4 (ISBN)978-1-4614-4678-1 (ISBN)16879 (Archive number)16879 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Johansson, M., Lange, T., Meaney, T., Riesbeck, E. & Wernberg, A. (2014). Young children’s multimodal mathematical explanations (ed.). ZDM - the International Journal on Mathematics Education, 46(6), 895-909
Open this publication in new window or tab >>Young children’s multimodal mathematical explanations
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2014 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 46, no 6, p. 895-909Article in journal (Refereed) Published
Abstract [en]

This paper investigates how three children provided mathematical explanations whilst playing with a set of glass jars in a Swedish preschool. Using the idea of semiotic bundles combined with the work on multimodal interactions, the different semiotic resources used individually and in combinations by the children are described. Given that the children were developing their verbal fluency, it was not surprising to find that they also included physical arrangements of the jars and actions to support their explanations. Hence, to produce their explanations of different attributes such as thin and sameness, the children drew on each other’s gestures and actions with the jars. This research has implications for how the relationship between verbal language and gestures can be viewed in regard to young children’s explanations.

Place, publisher, year, edition, pages
Springer, 2014
Keywords
Mathematics Education, Preschool Child, Mathematical Object, Verbal Language, Mathematical Explanation
National Category
Natural Sciences
Identifiers
urn:nbn:se:mau:diva-3411 (URN)10.1007/s11858-014-0614-y (DOI)000213269200005 ()2-s2.0-84919902748 (Scopus ID)27886 (Local ID)27886 (Archive number)27886 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
Lange, T. (2013). Identity work in transitioning between contexts (ed.). In: (Ed.), Proceedings of the Seventh International Mathematics Education and Society, 2nd - 7th April 2013, Cape Town, South Africa: . Paper presented at International Mathematics Education and Society, Cape Town, South Africa (2013) (pp. 350-359). MES 7
Open this publication in new window or tab >>Identity work in transitioning between contexts
2013 (English)In: Proceedings of the Seventh International Mathematics Education and Society, 2nd - 7th April 2013, Cape Town, South Africa, MES 7 , 2013, p. 350-359Conference paper, Published paper (Refereed)
Abstract [en]

The paper explores – mainly at a theoretical level - the relationship between identity work involved in children’s transitioning between school mathematics contexts and other important contexts such as their homes. The exploration is then used to draw up a methodological framework for identifying contexts between which children transition and the identity work involved.

Place, publisher, year, edition, pages
MES 7, 2013
Series
Mathematics education and society, ISSN 2077-9933
Keywords
transition between contexts, identity, core identity, identity work
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-11653 (URN)000335744500044 ()15619 (Local ID)15619 (Archive number)15619 (OAI)
Conference
International Mathematics Education and Society, Cape Town, South Africa (2013)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2024-02-19Bibliographically approved
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