Jöran Petersson
Datos Biográficos
| ID | 3915233 |
|---|---|
| NOMBRE | Jöran Petersson |
| NOMBRES | Jöran |
| APELLIDO | Petersson |
| FIRMA | PETERSSON J |
| AFILIACIONES | Malmö University |
| ORCID | 0000-0001-5609-0752 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Deconstructing teachers’ mental models of collaboration through Lesson Study between mathematics and special education teachers
Achieving inclusive mathematics education remains a distinctive challenge due to the discipline’s hierarchical structure, high degree of abstraction, and dense symbolism. These disciplinary features create unique cognitive barriers for students with special educational needs, requiring a precise intersection of content expertise and pedagogical scaffolding. While collaboration between mathematics and special education (SPED) teachers is vital to …
Design principles for teacher collaboration fostering educational innovations and inclusion
This study outline design principles for teacher collaboration that can drive educational innovations and inclusion. Employing abductive analysis anchored on constructivist grounded theory, the study examined how the cyclical nature of Lesson Study (LS) can enhance the quality of teachers’ collaboration. The findings illustrate how a student-centered, transdisciplinary, and iterative form of collaboration fostered educational innovations and incl…
Educational innovations for an inclusive learning environment
Lesson Study (LS) is one of the collaborative practices that fosters deep interdependence among teachers. This deeper level of collaboration is vital in producing educational innovations that can lead to a more inclusive learning environment. Thus, this paper describes specific educational innovations that could promote inclusive learning environments developed and implemented by teachers during LS implementations. Using phenomenography, this stu…
Effects of Lesson Study on the Perceived Teaching Competencies of Mathematics and Special Education Teachers
One of the institutionalized collaborative practices among teachers and other educators is the conduct of lesson study (LS). Considering the growing interest in the potential of LS to improve the quality of education through collaboration, it is worth exploring its potential contribution to enhancing the teaching competencies of teachers. This study determined the effects of LS on the teaching competencies as perceived by preservice and in-servic…
Using the Gini coefficient for assessing heterogeneity within classes and schools
This study demonstrates that the Gini coefficient works as a dispersion measure for gauging educational heterogeneity in and between classrooms and schools. The method for this is to compare Gini coefficients for empirical data from various areas such as gender proportions in upper secondary school programmes and dispersion in achievement within classroom and between schools. The main results are that the Gini coefficient works for gauging hetero…
Analysing English year-one mathematics textbooks through the lens of foundational number sense
In this paper we present analyses of three textbooks currently used in the teaching of mathematics to year-one children in England. One is an established English-authored textbook, while the others are Singaporean-authored imports promoted by government as solutions to perceptions of systemic failure. Every task in each textbook was coded against a set of eight number-related competences known to support children’s learning in both short and long…
Teachers’ perspectives on homework
This paper presents an exploratory study of English and Swedish teachers' perspectives on the role of homework in year-one children's learning of number. In order to ensure cultural integrity, data were analysed independently by two colleagues in each context. Analyses yielded three broad but cross-culturally common themes reflecting culturally situated notions of common sense. These concerned the existence of homework, the purpose of homework an…
Swedish parents’ perspectives on homework
Motivated by earlier research highlighting Swedish teachers’ beliefs that the setting of homework compromises deep-seated principles of educational equity, this paper presents an exploratory study of Swedish parents’ perspectives on homework in their year-one children’s learning. Twenty-five parents, drawn from three demographically different schools in the Stockholm region, participated in semi-structured interviews. The interviews, broadly focu…
To halve a fraction
The present study investigated test responses from 259 immigrant and non-immigrant school year 9 students in Sweden with the focus on how they solved two problems on fractions, one of them halving a fraction, in a test. The authors report three observations. Newly arrived second language immigrants seemed less likely to have the word ‘half’ in their Swedish mathematical vocabulary. Moreover, second language learners with longer experience of the …
Swedish parents’ perspectives on homework
Motivated by earlier research highlighting Swedish teachers’ beliefs that the setting of homework compromises deep-seated principles of educational equity, this paper presents an exploratory study of Swedish parents’ perspectives on homework in their year-one children’s learning. Twenty-five parents, drawn from three demographically different schools in the Stockholm region, participated in semi-structured interviews. The interviews, broadly focu…
To halve a fraction
The present study investigated test responses from 259 immigrant and non-immigrant school year 9 students in Sweden with the focus on how they solved two problems on fractions, one of them halving a fraction, in a test. The authors report three observations. Newly arrived second language immigrants seemed less likely to have the word ‘half’ in their Swedish mathematical vocabulary. Moreover, second language learners with longer experience of the …
Swedish parents’ perspectives on homework
Motivated by earlier research highlighting Swedish teachers’ beliefs that the setting of homework compromises deep-seated principles of educational equity, this paper presents an exploratory study of Swedish parents’ perspectives on homework in their year-one children’s learning. Twenty-five parents, drawn from three demographically different schools in the Stockholm region, participated in semi-structured interviews. The interviews, broadly focu…
Teachers’ perspectives on homework
This paper presents an exploratory study of English and Swedish teachers' perspectives on the role of homework in year-one children's learning of number. In order to ensure cultural integrity, data were analysed independently by two colleagues in each context. Analyses yielded three broad but cross-culturally common themes reflecting culturally situated notions of common sense. These concerned the existence of homework, the purpose of homework an…
Using the Gini coefficient for assessing heterogeneity within classes and schools
This study demonstrates that the Gini coefficient works as a dispersion measure for gauging educational heterogeneity in and between classrooms and schools. The method for this is to compare Gini coefficients for empirical data from various areas such as gender proportions in upper secondary school programmes and dispersion in achievement within classroom and between schools. The main results are that the Gini coefficient works for gauging hetero…
Analysing English year-one mathematics textbooks through the lens of foundational number sense
In this paper we present analyses of three textbooks currently used in the teaching of mathematics to year-one children in England. One is an established English-authored textbook, while the others are Singaporean-authored imports promoted by government as solutions to perceptions of systemic failure. Every task in each textbook was coded against a set of eight number-related competences known to support children’s learning in both short and long…
Educational innovations for an inclusive learning environment
Lesson Study (LS) is one of the collaborative practices that fosters deep interdependence among teachers. This deeper level of collaboration is vital in producing educational innovations that can lead to a more inclusive learning environment. Thus, this paper describes specific educational innovations that could promote inclusive learning environments developed and implemented by teachers during LS implementations. Using phenomenography, this stu…
Effects of Lesson Study on the Perceived Teaching Competencies of Mathematics and Special Education Teachers
One of the institutionalized collaborative practices among teachers and other educators is the conduct of lesson study (LS). Considering the growing interest in the potential of LS to improve the quality of education through collaboration, it is worth exploring its potential contribution to enhancing the teaching competencies of teachers. This study determined the effects of LS on the teaching competencies as perceived by preservice and in-servic…
Deconstructing teachers’ mental models of collaboration through Lesson Study between mathematics and special education teachers
Achieving inclusive mathematics education remains a distinctive challenge due to the discipline’s hierarchical structure, high degree of abstraction, and dense symbolism. These disciplinary features create unique cognitive barriers for students with special educational needs, requiring a precise intersection of content expertise and pedagogical scaffolding. While collaboration between mathematics and special education (SPED) teachers is vital to …
Design principles for teacher collaboration fostering educational innovations and inclusion
This study outline design principles for teacher collaboration that can drive educational innovations and inclusion. Employing abductive analysis anchored on constructivist grounded theory, the study examined how the cyclical nature of Lesson Study (LS) can enhance the quality of teachers’ collaboration. The findings illustrate how a student-centered, transdisciplinary, and iterative form of collaboration fostered educational innovations and incl…
Mathematics education (6 obras) · Mathematics Education and Teaching Techniques (4 obras) · Pedagogy (4 obras) · Psychology (4 obras) · Cognitive and developmental aspects of mathematical skills (3 obras) · Collaborative Teaching and Inclusion (3 obras) · Lesson Study (3 obras) · Parental Involvement in Education (3 obras) · Sociology (3 obras) · Compromise (2 obras)