Anna-Lena Ekdahl
Assistant Professor of Didactics
Department of Natural and Social Sciences
, School of Education and Communication
Research groups
Article
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.
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Ekdahl, A., Lundberg, B.
(2024).
Att utveckla undervisning om tal och talrelationer i förskoleklass Forskning om undervisning och lärande, 12(2), 85-107.
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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.
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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.
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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.
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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.
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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.
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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).
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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.
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Doctoral thesis
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).
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Book chapter
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
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Conference paper
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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Ekdahl, A.
(2021).
Teaching with variation AND connections.
The EARLI SIG 9 Conference, 10-11 February 2021.
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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.
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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.
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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.
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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.
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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.
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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.
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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..
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Ekdahl, A., Björklund, C.
(2018).
”10-masken” och förskolebarns lärande i målstyrda processer.
Matematikbiennalen, Karlstad, 25-26 januari, 2018.
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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.
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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.
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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.
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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.
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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.
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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.
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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".
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