Inspired by desire-based research methodologies, we present anongoing project about developing a methodological device whichcould be used for problematizing and disturbing design-basedresearch (DBR) methodologies to avoid results that are technofixes.This is important because in mathematics education design-basedresearch is currently becoming very influential – almost a giant – inpolicy making and among stakeholders. We use an educational designresearch project to show how the proposed device allows for noticingand considering the wishes (request) of people who are affected by thechanges that are proposed within the DBR methodologi

Inspiradas en metodologías desire-based research,presentamos un proyecto que actualmente se encuentra en cursoacerca del desarrollo de un dispositivo methodológico que puedeser usado para problematizar y generar perturbaciones en lasmethodologías de investigación basadas en diseño (DBR) y asíevitar resultados que sean tecnofijos. Esto es importante debidoa que, actualmente, en educación matemática, la investigaciónbasada en diseño se está convirtiendo en algo muy influyente-casi gigantesco-, tanto en la formulación de políticas como entretodos los actores interesados. Usamos un proyecto de investigaciónde diseño educativo para mostrar cómo el dispositivo propuestopermite identificar y considerar los requerimientos de las personas que están siendo afectadas por los cambios que seproponen dentro de las metodologías DB

Att använda frågor för att utveckla elevers delaktighet i matematiska samtal har en grupp lärare jobbat med i ett ULF-projekt i Malmö. Här beskrivs arbetet med frågor i samband med problemlösningslektioner i årskurs 6 och 7.

Hur kan lärare förändra sitt sätt att bemöta elever i processer kring görande och lärande i matematik? För att undersöka denna fråga genomfördes ett projekt där responsiv undervisning tillämpades på mellanstadiet och högstadiet.

This paper problematizes what can happen when different practices meet in the mathematics classroom. In an educational design research project, researchers and teachers together promote students’ participation in mathematical dialogue through the use of digital tools. Tensions on what is put in the foreground – the mathematical dialogue or the digital tool - as well as tensions of how students can be included or excluded in the dialogue, are analysed using the Learning Design Sequence model. Through the analysis of tensions, further areas for improvement can be identified.

How can teachers refne their strategies for purposefully engaging students in mathematicaldiscussions when students are working in groups and the teacher enters an ongoing groupconversation? In three educational design research cycles, four teachers collaborated witha researcher for one year to analyse, design and evaluate strategies for engaging students insmall-group mathematical discussions. The idea of noticing (Mason in Researching yourown practice: the discipline of noticing, RoutledgeFalmer, London, 2002; Sherin et al. inMathematics teacher noticing: seeing through teachers’ eyes, Taylor & Francis, New York,2011) was used to organize the fndings—by paying attention to aspects in the mathematical discussions and interpreting the interactions, teachers could together refne their ownactions/responses to better support students’ work. The Inquiry Co-operation Model ofAlrø and Skovsmose (Dialogue and learning in mathematics education: intention, refection, critique, Kluwer Academic Publishers, Dordrecht, 2004) was used as a theoreticalbase for understanding qualities in mathematical discussions. Ehrenfeld and Horn’s (EducStud Math 103(7):251–272, 2020) model of initiation-entry-focus-exit and participationwas for interpreting and organizing the fndings on teachers’ actions. The results show thatteachers became more aware of the importance of explicit instructions and their own role asfacilitators of mathematical questions to students, by directing specifc mathematical questions to all students within the groups. In this article, by going back and forth between whathappened in the teachers’ professional development group and in the classrooms, it waspossible to simultaneously follow the teachers’ development processes and what changedin students’ mathematical discussions.

In Swedish mathematics classrooms, students have different opportunities to participate in mathematical dialogue, and therefore also different opportunities to learn. This is a problem not only for students, but also for teachers, school developers, and researchers. By moving back and forth between two settings – the upper secondary mathematics classroom and the professional development group – this thesis aims to explore how questioning and listening can promote participation in mathematical dialogue. The following three research questions are in focus: What aspects of students’ questioning and listening do teachers need to pay attention to when promoting students’ participation in mathematical dialogue? What aspects of teachers’ questioning and listening are important when teachers promote students’ participation in mathematical dialogue? How can teachers, in cooperation with researchers, develop an awareness and refine their teaching in relation to students’ listening, questioning, and participation in mathematical dialogue?

By using educational design research, two sub-studies were conducted – one with a focus on students and one with a focus on teachers – and the results were described in four articles. Theories on three different levels were used and coordinated to understand mathematical dialogue: sociocultural theory to situate the research study on an overall level where interaction and communication are essential; the concept of mathematical dialogue by Alro and Skovsmose (2004), including their Inquiry Co-operation model to understand quality in mathematical dialogue; and local theories to study facets of mathematical dialogue concerning questioning, listening, and participation.

The results point to how important both students’ and teachers’ questions are for creating equitable participation opportunities, and how teachers can promote mathematical dialogue by using pre-thought specific mathematical why-questions that invite all students to participate in small groupproblem-solving work. The results also point to the importance of working with productive listening, a process that requires both requests for listening and willingness to listen to others. For teachers to develop an awareness and to refine their teaching in relation to mathematical dialogue, the cyclic structure of EDR, working with teacher noticing and moving back and forth between the two settings, help visualize their development processes.

The main contributions of the thesis are (1) the framework for productive listening, (2) the empirical results concerning how mathematical questioning is used to promote students’ participation in mathematical dialogue, and (3) the learnings of how mathematics education theories can be used and coordinated to increace understandings on mathematical dialogue. At the end of the thesis, a meta-reflection is made on how collaboration between different actors – students, teachers, school developers and researchers – can build bridges and deepen the understandings of the complexity of mathematical dialogue.

Although group work is considered beneficial for problem solving, the listening that is needed for jointly solving mathematical problems is under-researched. In this article, the usefulness of two communication frameworks for understanding students' listening is examined, using data from an educational design research study in an upper secondary mathematics classroom in Sweden. From the analysis, it was apparent that these frameworks did not provide sufficient information about the complexity of listening in this context. Consequently, a new framework, "productive listening," is described which focuses on observable features connected to students' ability to show willingness to listen and to request listening from others. This framework included the purpose for listening, connected to problem-solving stages, and social aspects to do with respecting the speaker's contribution as being valuable and feeling that one's own contribution would be listened to. These two aspects are linked to socio-mathematical norms about expecting to listen to others' mathematical thinking and to ask clarifying questions about this thinking. By using this framework on the data from the earlier study, it was possible to better understand the complexity of listening in group work about mathematical problem solving.

Digitalisering och kollegialt lärande utgör två centrala, men ofta separata, delar av skolors utvecklingsarbete. Den här boken utforskar mervärdet som uppstår när dessa två delar integreras i en gemensam skolutvecklings- och lärandeprocess. Boken erbjuder en gedigen genomgång av områdena digitalisering och kollegialt lärande var för sig, samt ett integrerande perspektiv. Del ett introducerar tre skolutvecklingsprojekt som sedan följer med genom bokens alla delar. Del två, om digitalisering, tar sin utgångspunkt i skolans styrdokument och identifierar fem nyckelprocesser som samverkar i digitaliseringen av skolan. Därtill diskuteras teknikinvesteringar utifrån frågor som rör ekonomi, ägandenytta och vanliga misstag. Del tre, om professionsutveckling, djupdyker i begreppet kollegialt lärande utifrån aktuell forskning. Särskild fokus läggs på struktur och organisering av den kollegiala processen och vikten av samarbete mellan professionsgrupper. Slutligen knyter del fyra samman områdena digitalisering och kollegialt lärande och analyserar hur möjligheter för integreringsvinster kan skapas. Boken vänder sig alla som arbetar med skolans utvecklingsprocesser: skolchefer, skolledare, lärare, IT-pedagoger och bibliotekarier. Dessutom vänder den sig till lärarutbildare, rektorsutbildare, politiker och beslutsfattare inom utbildningssektorn.