The relation between mathematics education research and teachers’ professional development

Investigating What It Takes to Improve Mathematics Teaching and Learning on a Large Scale
Paul Cobb

Promoting teacher expertise for fostering at-risk students’ understanding of basic concepts – An example for content-related PD research
Susanne Prediger

Full papers

FP_002 Students’ meanings of inclusion in mathematics – implication for practice 
Helena Roos

FP_003 Who or how many are missing? – Toddlers experiencing numerical meaning in a game
Björklund Camilla, Palmér Hanna & Landgren Lena

FP_005 Lower secondary school students’ gendered conceptions about mathematics and related careers
Lovisa Sumpter, Staffan Frid & Guri Nortvedt

FP_006 Dividing or cookies: what do students discern?  
Jorryt van Bommel & Hanna Palmér

FP_008 Mathematics Teachers and the Role of Physical Environment  
Magnus Fahlström

FP_009 Professional development as a means for implementing mathematics education innovations: A systematic review of twenty peer-review journals
Linda Marie Ahl, Mario Sánchez Aguilar, Uffe Thomas Jankvist, Morten Misfeldt & Johan Prytz

FP_011 Programming to learn mathematics – exploring student teachers’ instrumental genesis 
Johanna Pejlare & Laura Fainsilber

FP_012 Using Fermi Problems with pre-service primary teachers to bring real-life contexts into classrooms using the FPAT-framework
Lluís Albarracín & Jonas Bergman Ärlebäck

FP_016 Problem-solving competency over school years and grades in Swedish curricula 
Johan Sidenvall, Anna Ida Säfström & Erika Boström

FP_017 Developing and testing a framework for analysing and comparing content matter in and across mathematics textbooks madif13_FP_017_bergman_arleback_WEB
Jonas Bergman Ärlebäck & Peter Frejd

Short presentations

SP_001 Mathematical modelling in social sciences
Jöran Petersson

SP_002 A Tentative Attempt for Professional Development: Contingent Moments in Teaching  Mathematics with Historical Resources
Melih Turgut & Iveta Kohanov 

SP_003 Analysing argumentative processes during mathematical problem solving in small groups 
Hanna Fredriksdotter

SP_004 A comparison of two frameworks for the analysis of knowledge and skills for teaching statistics – MKT vs. RCM for PCK 
Per Blomberg

SP_005 Using heat maps from eye tracking in stimulated recall interviews 
Anneli Dyrvold & Ida Bergvall

SP_007 Number sense in the app Vektor: Mathematical progression and use of various modes
Helena Johansson, Malin Norberg & Magnus Österholm

SP_008 Response To Intervention (RTI) in Number sense – Developing a method supporting students at risk in a Swedish context
Lena Karlsson & Helena Roos  

SP_009 Connecting teachers’ use of curriculum resources in planning with mathematical knowledge for teaching
Marcus Gustafsson, Jorryt van Bommel and Yvonne Liljekvist

SP_010 Math teaching anxiety and teachers’ pedagogic practice in Swedish preschools
Laura Galeano

SP_011 Student teachers’ explanations of linear equations evaluated by comparative judgement 
Niclas Larson & Kerstin Larsson

SP_012 Designing a teacher-guide for de-ritualising teaching with GeoGebra
Ida Fantenberg Niklasson, Nelly Wannberg, Cecilia Kozma & Lisa Österling

SP_013 Sustaining students’ participation in mathematics 
Malin Gardesten

SP_014 Assessment Discourse in Mathematics Curriculum: a hindrance for Critical Thinking and Democracy?
Christian H. Andersson

SP_015 Planning Mathematics Teaching in Preschool
Josefin Rostedt

SP_017 Building a paradidactic infrastructure for teachers’ professional scholarship in Sweden 
Yukiko Asami-Johansson & Mikael Cronhjort

SP_018 Exploring new territories: A mathematics teacher’s practice regarding programming with young learners 
Øistein Gjøvik, Iveta Kohanová & Melih Turgut

SP_019 Spatial relations and other text features in the connections between mathematical symbols and written language
Ulrika Wikström Hultdin, Ewa Bergqvist, Tomas Bergqvist, Lotta Vingsle & Magnus Österholm

SP_020 En studie om elevers uppfattning om associativitet och hur det kan påverka algebraundervisningen 
Robert Gunnarsson

SP_021 Cognitively activating mathematics lessons: A Nordic comparative study
Jóhann Örn Sigurjónsson

SP_022 How natural language gives meaning to mathematical symbols in textbooks at different school years 
Ewa Bergqvist, Lotta Vingsle, Magnus Österholm, Tomas Bergqvist & Ulrika Wikström Hultdin

SP_023 Student teachers’ use of a general analytic rubric when scoring pupils’ mathematical problem solving solutions 
Birgit Gustafsson

SP_024 Connections between natural language and mathematical symbols in mathematics textbooks
Tomas Bergqvist, Ulrika Wikström Hultdin, Ewa Bergqvist,Lotta Vingsle & Magnus Österholm

SP_025 Multilingual mathematics teachers’ professional identity in multilingual mathematics context
Danai Dafnopoulou

SP_026 Mathematics, vocational education, and multilingualism: Epistemic aspects
Lisa Björklund Boistrup, Petra Svensson Källberg, Ulrika Ryan

SP_027 A discourse analysis on preschool class teachers talk about assessment in mathematics
Maria Walla

SP_028 Students, mathematics textbooks, and agency 
Malin Norberg

SP_029 Develop mathematical reasoning? – a literature review of tasks and their implementation
Jimmy Karlsson


SY_001 Support in relation to problem solving – building a common knowledge base?
Anna Teledahl, Anna Ida Säfström & Anneli Dyrvold

SY_002 Challenges when implementing the Elkonin– Davydov curriculum in mathematics 
Inger Eriksson, Helena Eriksson, Martin Nyman & Sanna Wettergren

SY_003 Exemplifying different methodological approaches of analysing textbooks in mathematics 
Kajsa Bråting, Cecilia Kilhamn, Olov Viirman, Anneli Dyrvold, Ida Bergvall, Hanna Knutson, Matilda Hällback, Rimma Nyman & JohannaPejlare