Barns matematikk

Fosse, T., Johansson, M. L., Lossius, M. H., Wager, A., & Wernberg, A. (2018). Stories neglected about children’s mathematics learning in play. In C. Benz, A. S. Steinweg, H. Gasteiger, P. Schöner, H. Vollmuth & J. Zöllner (Eds.), Mathematics Education in the Early Years: Results from the POEM3 Conference, 2016 (pp. 93-108). Cham: Springer International Publishing. doi: 10.1007/978-3-319-78220-1_5.

Fosse, T., Lange, T., Hope Lossius, M., & Meaney, T. (2018). Mathematics as the Trojan horse in Norwegian early childhood policy? Research in Mathematics Education, 20(2), 166–182. doi: 10.1080/14794802.2018.1473162.

Fosse, T., Lange, T., & Meaney, T. (2020). Kindergarten teachers’ stories about young children’s problem posing and problem solving. In I. Erfjord, M. Carlsen, & P. S. Hunderland (Eds.). Mathematics Education in the Early Years Results from the POEM4 Conference, 2018 (pp. 351-368). New York: Springer.

Fosse, T., & Lossius, M. H. (2018). “I find that pleasurable and play-oriented mathematical activities create wondering and curiosity” Norwegian kindergarten teachers’ views on mathematics In E. Norén, H. Palmér & A. Cooke (Eds). Nordic Research in Mathematics Education: Papers of NORMA 17. The Eighth Nordic Conference on Mathematics Education Stockholm, May 30–June 2, 2017 (pp. 21–30). Göteborg: Swedish Society for Research in Mathematics Education.

Hauge, I., Kacerja, S., Lange, T., Lie, J., Meaney, T., & Severina, E. (2018). Teacher educators´ views of young children’s mathematics: The impact of different roles. In C. Benz, H. Gasteiger, A. Steinweg, H. Vollmuth & J. Zöllner (Eds.), Mathematics Education Perspective on Early Mathematics Learning between the Poles of Instruction and Construction 3 (pp. 3–25). New York: Springer.

Helenius, O., Johansson, M. L., Lange, T., Meaney, T., & Wernberg, A. (2018). Differential enhancement in mathematics preschool class activities. In C. Knipping, U. Gellert, & H. Straehler-Pohl (Eds.). Inside the mathematics class: Sociological perspectives on participation, inclusion, and enhancement (pp. 119-144). New York: Springer.

Helenius, O., Johansson, M. L., Lange, T., Meaney, T., & Wernberg, A. (2020). Matematikdidaktik i förskolan - att utveckla lekfulla matematiska barn. Malmö: Gleerups Utbildning AB.

Lange, T. (2019). Unpacking the emperor’s new policies: How more mathematics in barnehage will save Norway. Canadian Journal of Science, Mathematics and Technology Education, 19(1), 8-20. doi: 10.1007/s42330-019-00041-1.

Lange, T., & Meaney, T. (2018). Policy production through the media: The case of more mathematics in early childhood education. In M. Jurdak & R. Vithal (Eds.), Sociopolitical dimensions of mathematics education: From the margin to mainstream (pp. 191-207). New York: Springer. doi: 10.1007/978-3-319-72610-6_11.

Lange, T., & Meaney, T. (2018). Talking about mathematics in two languages: Can parental views inform the development of digital games for young children? NOMAD - Nordic Studies in Mathematics Education, 23(3-4), 203–223.

Lange, T., & Meaney, T. (2019). What the mathematics in the puzzles and handicrafts in 1920s Danish children’s magazines tells us about childhoods. Contemporary Issues in Early Childhood, 20(4), 394-408. doi: 10.1177/1463949119888480.

Lembrér, D. (2018). Polish parents’ views on mathematics activities at home and in Swedish preschools. Nordic Studies in Mathematics Education, 23(3–4), 185–201.

Lembrér, D. (2019). Using photo-elicitation in early years mathematics research. In U. T. Jankvist, Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Ed.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11, February 6–10, 2019). (pp. 1912–1919). Utrecht, Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Lembrér, D. (2020). Parents’ valuing of mathematics for young children. In I. Erfjord, M. Carlsen, & P. S. Hunderland (Eds.). Mathematics Education in the Early Years Results from the POEM4 Conference, 2018 (pp. 403-420). New York: Springer.

Lembrér, D., Kacerja, S., & Meaney, T. (2018). Preservice teachers recognising and responding to young children’s engagement with mathematics. In C. Benz, A. S. Steinweg, H. Gasteiger, P. Schöner, H. Vollmuth & J. Zöllner (Eds.), Mathematics Education in the Early Years: Results from the POEM3 Conference, 2016 (pp. 27-46). Cham: Springer International Publishing. doi: 10.1007/978-3-319-78220-1_2.

Lossius, M. H. & Lundhauge, T. (2020). Mathematical problem-solving visualised in outdoor activities. In I. Erfjord, M. Carlsen, & P. S. Hunderland (Eds.). Mathematics Education in the Early Years Results from the POEM4 Conference, 2018 (pp. 127-141). New York: Springer.

Severina, E. & Meaney, T. (2020). The semiotic resources children use in their explanations of hypothetical situations. In I. Erfjord, M. Carlsen, & P. S. Hunderland (Eds.). Mathematics Education in the Early Years Results from the POEM4 Conference, 2018 (pp. 177-198). New York: Springer.