Anna-Lena Ekdahl

Björklund, C., Elofsson, J., Kullberg, A., Ekdahl, A., Runesson Kempe, U., Alkhede, M. (2024). Förskoleklasselevers användning av talstrukturer Forskning om undervisning och lärande, 12(2), 31-45. More information

Ekdahl, A., Lundberg, B. (2024). Att utveckla undervisning om tal och talrelationer i förskoleklass Forskning om undervisning och lärande, 12(2), 85-107. More information

Elofsson, J., Runesson Kempe, U., Ekdahl, A., Björklund, C. (2024). Kartläggning av förskoleklassens matematikundervisning om tal – kvalitativa skillnader och lärandemöjligheter Forskning om undervisning och lärande, 12(1), 47-68. More information

Ekdahl, A., Nord, M., Kullberg, A. (2024). What matters in teaching for students’ learning opportunities of subtraction in the 1–20 number range? Scandinavian Journal of Educational Research. More information

Björklund, C., Ekdahl, A., Kullberg, A., Reis, M. (2022). Preschoolers’ ways of experiencing numbers LUMAT: International Journal on Math, Science and Technology Education, 10(2), 84-110. More information

Ekdahl, A. (2021). Different learning possibilities from the same activity: Swedish preschool teachers’ enactment of a number relation activity Scandinavian Journal of Educational Research, 65(4), 601-614. More information

Mårtensson, P., Ekdahl, A. (2021). Variation theory and teaching experiences as tools to generate knowledge about teaching and learning mathematics – the case of pre-service teachers Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], 26(3-4), 91-112. More information

Björklund, C., Ekdahl, A., Runesson Kempe, U. (2021). Implementing a structural approach in preschool number activities: Principles of an intervention program reflected in learning Mathematical Thinking and Learning, 23(1), 72-94. More information

Ekdahl, A., Venkat, H., Runesson Kempe, U., Askew, M. (2018). Weaving in connections: Studying changes in early grades additive relations teaching South African Journal of Childhood Education, 8(1). More information

Ekdahl, A., Venkat, H., Runesson, U. (2016). Coding teaching for simultaneity and connections: Examining teachers’ part-whole additive relations instruction Educational Studies in Mathematics, 93(3), 293-313. More information

Ekdahl, A. (2019). Teaching for the learning of additive part-whole relations: The power of variation and connections (Doctoral thesis, Jönköping: Jönköping University, School of Education and Communication). More information

Ekdahl, A. (2007). Önskas: intresse för matematik: En fenomenografisk studie av lärares beskrivning av hur de gör för att bibehålla elevernas intresse för matematik. In: Forskande lärare i praktiken: Vol. 2 (pp. 9 -61). Jönköping: Högskolan för lärande och kommunikation More information

Björklund, C., Elofsson, J., Kullberg, A., Ekdahl, A., Runesson Kempe, U., Alkhede, M. (2024). Preschool class students’ discernment of number structure in a spatial pattern. Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, MADIF 14, The fourteenth research conference of the Swedish Society for Research in Mathematics Education, Örebro, Sweden, March 19–20, 2024. More information

Ekdahl, A., Kerekes, K. (2024). Implementing a French teaching program in a Swedish grade 1 classroom. Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, MADIF 14, The fourteenth research conference of the Swedish Society for Research in Mathematics Education, Örebro, Sweden, March 19–20, 2024. More information

Ekdahl, A., Björklund, C. (2024). Teaching number relations with finger patterns when exceeding 10. The 15th International Congress on Mathematical Education, Sydney, Australia, 7-14 July, 2024. More information

Kullberg, A., Ekdahl, A. (2023). To see the yet unseen – “critical aspects” as a key to developing teaching and students’ learning. The 20th Biennial EARLI Conference for Research on Learning and Instruction, 22-26 August 2023, Thessaloniki, Greece. More information

Elofsson, J., Ekdahl, A. (2023). Supporting or restricting mathematical communication and reasoning in teaching 6-year olds. The 20th Biennial EARLI Conference for Research on Learning and Instruction, 22-26 August 2023, Thessaloniki, Greece. More information

Ekdahl, A. (2023). 6-year-olds’ different ways of reasoning about a larger collection of items. The 20th Biennial EARLI Conference for Research on Learning and Instruction, 22-26 August 2023, Thessaloniki, Greece. More information

Elofsson, J., Ekdahl, A., Björklund, C. (2022). Teachers incorporating 6-yearolds’ input in mathematics teaching. 45th Conference of the International Group for the Psychology of Mathematics Education, Alicante, Spain, July 18-23, 2022. More information

Kerekes, K., Ekdahl, A. (2022). VA MER 2.0 – Forskningsbaserad matematikundervisning i förskoleklass och årskurs 1. Forskningsbaserad undervisning – teori och praktik i samverkan, Högskolan för lärande och kommunikation, Jönköping University, 9 november 2022. More information

Ekdahl, A., Andersson, A. (2022). SATSA - ett projekt om undervisning av tal och räknande i förskoleklass. Forskningsbaserad undervisning – teori och praktik i samverkan, Högskolan för lärande och kommunikation, Jönköping University, 9 november 2022. More information

Ekdahl, A., Bengtson Carlström, H. (2021). Bygga broar mellan praktik och akademi - ett hållbart ULF-avtal. Forskningsbaserad undervisning – teori och praktik i samverkan, Jönköping University, 9 november 2021. More information

Ekdahl, A., Nord, M., Kullberg, A. (2021). Different opportunities to learn subtraction bridging through ten in grade 1. 19th Biennial EARLI Conference, 23-27 August 2021. More information

Ekdahl, A. (2021). Teaching with variation AND connections. The EARLI SIG 9 Conference, 10-11 February 2021. More information

Mårtensson, P., Ekdahl, A. (2021). How the integration of theory and practice supports pre-service teachers in teaching mathematics. 19th Biennial EARLI Conference, 23-27 August 2021. More information

Ekdahl, A., Mårtensson, P. (2021). Variation theory - a tool for modifying mathematical tasks: the case of preservice teachers. The EARLI SIG 9 Conference, 10-11 February 2021. More information

Kullberg, A., Ekdahl, A., Reis, M., Björklund, C. (2019). Preschool children’s understanding of numbers shown in a partitioning task. Pretoria, South Africa: PME, 43rd Conference of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7 – 12 July 2019. More information

Mårtensson, P., Ekdahl, A., Keerekes, K. (2019). Att designa och förändra matematikuppgifter i learning study—en modell för att utveckla lärarstudenters yrkeskompetens. Forskningsbaserad undervisning - praktik och teori i samverkan. More information

Ekdahl, A., Björklund, C., Runesson Kempe, U. (2019). Teaching to change ways of experiencing numbers – An intervention program for arithmetic learning in preschool. Pretoria, South Africa: PME, 43rd Conference of the International Group for the Psychology of Mathematics Education, Pretoria, South Africa, 7 – 12 July 2019. More information

Ekdahl, A., Lundberg, B., Keerekes, K. (2019). Matematik i förskoleklassen VA-MER: Ett samverkansprojekt mellan Vaggeryds kommun och Mathematics Education Research. Forskningsbaserad undervisning - praktik och teori i samverkan, 12 november 2019, Jönköping, Sverige. More information

Ekdahl, A., Lindgren, H. (2018). Gemensamt fokus på förskolebarns taluppfattning och aritmetiska förmågor: Ett samverkansprojekt där teori och praktik flätas samman. Forskningsbaserad undervisning - Teori och praktik i samverkan, Högskolan för lärande och kommunikation och Jönköpings kommun, 13 november, Jönköping.. More information

Ekdahl, A., Björklund, C. (2018). ”10-masken” och förskolebarns lärande i målstyrda processer. Matematikbiennalen, Karlstad, 25-26 januari, 2018. More information

Ekdahl, A., Kullberg, A. (2018). Different learning possibilities in preschool mathematics from the same task. European Association for Research on Learning and Instruction (EARLI), SIG 9 Conference 2018, 16-18 September, 2018, Birmingham, UK. More information

Ekdahl, A. (2018). Differences in pre-school teachers' ways of handling a part-part-whole activity. Madif 11, The 11th Swedish Mathematics Education Research Seminar, Karlstad, Sweden, 23-24 January, 2018. More information

Björklund, C., Alkhede, M., Kullberg, A., Reis, M., Marton, F., Ekdahl, A., Runesson Kempe, U. (2018). Teaching finger patterns for arithmetic development to preschoolers. Madif 11, The 11th Swedish Mathematics Education Research Seminar, Karlstad, Sweden, 23-24 January, 2018. More information

Ekdahl, A., Björklund, C., Runesson Kempe, U. (2018). Finger Patterns as means to experience numbers' part-part-whole relations. Umeå: PME, PME 42, the 42nd Conference of the International Group for the Psychology of Mathematics Education, July 3-8, 2018, Umeå, Sweden. More information

Ekdahl, A., Runesson, U. (2015). Teachers’ responses to incorrect answers on missing number problems in South Africa. Primary Mathematics Study on Whole Numbers, June 3-7, 2015, Macau, China. More information

Venkat, H., Ekdahl, A., Runesson, U. (2014). Connections and Simultaneity: Analysing South African G3 Part-part-whole teaching. PME 38/PME-NA 36 Proceedings Conference of the International Group for the Psychology of Mathematics Education and the North American Chapter of the Psychology of Mathematics Education Vancouver, Canada, July 15-20, 2014. More information

Ekdahl, A. (2013). Grade 3 and 4 students' different ways of discerning Mathematical patterns. PME 37 Kiel, Germany,2013, "Mathematics Learning across the Life span". More information