Anna-Lena Ekdahl

Universitetslektor Didaktik
Avdelningen för natur och samhälle , Högskolan för lärande och kommunikation
Filosofie Doktor, Ph.D.

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Artikel

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
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
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
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

Doktorsavhandling

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

Antologibidrag

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

Konferensbidrag

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
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., 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
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., 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. (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. (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., 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., 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., 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