hkr.sePublications
Change search
Refine search result
1 - 25 of 25
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Barendregt, Wolmet
    et al.
    University of Gothenburg.
    Lindström, Berner
    University of Gothenburg.
    Rietz-Leppänen, Elisabeth
    University of Gothenburg.
    Holgersson, Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Development and evaluation of Fingu: a mathematics iPad game using multi-touch interaction2012In: Proceedings of the 11th International Conference on Interaction Design and Children, New York: ACM Press, 2012, p. 204-207Conference paper (Other academic)
    Abstract [en]

    We describe the design background of the mathematics game Fingu for iPad aimed at 4 to 8 year old children. We first describe how Fingu theoretically can support children's development of fundamental arithmetic skills, focusing on conceptual subitizing, the embodiment of numerosity, and finger gnosis. Then we present the results of an exploratory micro-longitudinal study of the game with 11 5- and 6-year old children playing the game for several weeks and being filmed at three occasions. We discuss how their behavior with the game develops over time and can be related to the development of arithmetic skills. Finally we discuss how we will proceed testing the effectiveness of Fingu in a larger controlled study.

  • 2.
    Holgersson, Ingemar
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Att arbeta med noteringar för att få syn på vad som händer i undervisningen2014Other (Other (popular science, discussion, etc.))
  • 3.
    Holgersson, Ingemar
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Att arbeta med öppna uppgifter2014Other (Other (popular science, discussion, etc.))
  • 4.
    Holgersson, Ingemar
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Att utveckla elevernas problemlösningsförmåga2014Other (Other (popular science, discussion, etc.))
  • 5.
    Holgersson, Ingemar
    Kristianstad University, Department of Mathematics and Science.
    Children's use of metaphors and analogies while explaining matter transformations. Paper presented at Esera-3, Thessaloniki, August 20012003Conference paper (Refereed)
  • 6.
    Holgersson, Ingemar
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Det dolda spelet i klassrummet2014Other (Other (popular science, discussion, etc.))
  • 7.
    Holgersson, Ingemar
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Förslag på problem att arbeta med2014Other (Other (popular science, discussion, etc.))
  • 8.
    Holgersson, Ingemar
    Kristianstad University, Department of Mathematics and Science.
    How can we describe young children’s arithmetic abilities?2002In: Research and action in mathematics classroom: proceedings of MADIF 2, the 2nd Swedish Mathematics Education Research Seminar, Göteborg, January 26-27, 2000 / [ed] Bergsten, Christer, Dahland, Göte & Grevholm, Barbro, Linköping: Svensk förening för matematikdidaktisk forskning (SMDF) , 2002, p. 329-344Conference paper (Refereed)
  • 9.
    Holgersson, Ingemar
    Kristianstad University, School of Education and Environment.
    Pascal goes multinomial: a new scheme for illustrating the central limit theorem in statisticsArticle in journal (Refereed)
  • 10.
    Holgersson, Ingemar
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Samband och förändring för årskurs 1-32014Other (Other (popular science, discussion, etc.))
  • 11.
    Holgersson, Ingemar
    Kristianstad University, School of Teacher Education.
    Teachers’ awareness of student learning. Paper presented at Norsma 5, Reykjavik, October 20092009Conference paper (Refereed)
    Abstract [en]

    We report from a project aiming at stimulating primary and secondary teachers to work with open-ended activities, and using accounts-of to develop their awareness of the results of these activities. Results show that accounts-of seem to have a good potential of developing teachers’ awareness of student reasoning and thinking, i.e. giving them a better stance for following the learning of the students, and that open-ended tasks seem to have a great potential for a better inclusive mathematics teaching by not demanding special tasks or special instructions for certain students or smaller groups of students.

  • 12.
    Holgersson, Ingemar
    Kristianstad University, Department of Mathematics and Science.
    Young children and molecules: examples from a longitudinal study on children’s views of matter. Paper presented at Esera-3, Thessaloniki, August 20012001Conference paper (Refereed)
    Abstract [en]

    We report from a longitudinal study of young children’s understanding of matter and its transformations. Interviews have been carried out regularly concerning their conceptions of three different natural phenomena. These conceptions have a personal framing of experiences or idioms that becomes apparent as a result of the longitudinal design. We have also made an early (at the age of 6-7 years) introduction of the concept of molecule. Depending on the phenomenon some of he children in different ways use the molecule as a tool for understanding, while others do not. By focusing on a few examples which we will analyse in detail, we will argue that longitudinal studies can give important information about children’s learning that other kinds of studies do not.

  • 13.
    Holgersson, Ingemar
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Barendregt, Wolmet
    Göteborgs universitet.
    Emanuelsson, Jonas
    Göteborgs universitet.
    Ottosson, Torgny
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Rietz, Elisabeth
    Lindström, Berner
    Göteborgs universitet.
    Fingu – a game to support children’s development of arithmetic competence: theory, design and empirical research2016In: International perspectives on teaching and learning mathematics with virtual manipulatives / [ed] Moyer-Packenham, Patricia S., Springer International Publishing , 2016Chapter in book (Refereed)
  • 14.
    Holgersson, Ingemar
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Barendregt, Wolmet
    University of Gothenburg.
    Rietz, Elisabeth
    University of Gothenburg.
    Ottosson, Torgny
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Lindström, Berner
    University of Gothenburg.
    Can children enhance their arithmetic competence by playing a specially designed computer game?2016In: Cursiv [publisher: Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK], ISSN 1901-8878, E-ISSN 1901-8886, Vol. 18, p. 177-188Article in journal (Refereed)
    Abstract [en]

    Fingu is a game and a game platform using virtual manipulatives designed to help children develop competence and fluency with basic number combinations. We present results from an intervention lasting for seven to nine weeks, in which 82 children (5, 6, and 7 years old) were allowed to play the game as part of their ordinary preschool or school activities. The results showed significant positive differences between pre- and post-tests in four arithmetic measures, with moderate to large effect sizes. In contrast, most differences between post-tests and delayed post-tests were non-significant, with low or no effect sizes.

  • 15.
    Holgersson, Ingemar
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Barendregt, Wolmet
    Göteborgs universitet.
    Rietz, Elisabeth
    Göteborgs universitet.
    Ottosson, Torgny
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Lindström, Berner
    Göteborgs universitet.
    Can children enhance their arithmetic competence by playing an especially designed computer game?2015Conference paper (Refereed)
    Abstract [en]

    Fingu is a game and a game platform aimed at helping children 4 to 8 years old develop competence and fluency with basic addition combinations. We present results from an eight week intervention, where children, 5-, 6-, and 7 years old, have been allowed to play the game as part of their ordinary pre-school and school activities. Results show significant positive differences between pre- and post-tests in four arithmetic measures with modest to large effect sizes. In contrast most differences between post-tests and delayed-tests, when the children did not play the game, are non-significant with none or low effect sizes. Design principles and results are discussed with special emphasis on children who “struggle to learn math”.

  • 16.
    Holgersson, Ingemar
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Barendregt, Wolmet
    Göteborgs universitet.
    Rietz-Lepännen, Elisabeth
    Göteborgs universitet.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Lindström, Berner
    Göteborgs universitet.
    Can children enhance their arithmetic competence by playing an especially designed computer game?2013Conference paper (Refereed)
    Abstract [en]

    Fingu is a game and a game platform aimed at helping children 4 to 8 years old develop competence and fluency with basic addition combinations. We present results from an eight week intervention, where children, 5-, 6-, and 7 years old, have been allowed to play the game as part of their ordinary pre-school and school activities. Results show significant positive differences between pre- and post-tests in four arithmetic measures with modest to large effect sizes. In contrast most differences between post-tests and delayed-tests, when the children did not play the game, are non-significant with none or low effect sizes. Design principles and results are discussed with special emphasis on children who “struggle to learn math”.

  • 17.
    Holgersson, Ingemar
    et al.
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Lindner, Ann-Charlotte
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Löfgren, Lena
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Barns förståelse av materia och dess transformationer2000In: Undervisning i naturvetenskap ur kultur-, teknologi- och miljöperspektiv: rapport från det sjätte nordiska forskarsymposiet om undervisning i naturvetenskap i skolan, Joensuu 12-16 juni 1999 / [ed] Aho, Lerna, Viiri,Jouni, Joensuu: Joensuu universitet, pedagogiska fakulteten , 2000, p. 376-383Conference paper (Refereed)
  • 18.
    Holgersson, Ingemar
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Ödmark, Krister
    Umeå universitet.
    Popov, Oleg
    Umeå universitet.
    Att göra noteringar och att auskultera2014Other (Other (popular science, discussion, etc.))
  • 19.
    Lindström, Berner
    et al.
    Universiy of Gothenburg.
    Holgersson, Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Barendregt, Wolmet
    Universiy of Gothenburg.
    Fingu - a game-based learning environment for development of flexible arithmetic competence2016In: Proceedings of Society for Information Technology & Teacher Education International Conference 2016, Chesapeake: Association for the Advancement of Computing in Education (AACE) , 2016, p. 2531-2538Conference paper (Refereed)
    Abstract [en]

    One of the key goals for mathematics education around the world is to ensure all children’s proficiency with numbers and more generally to have a flexible and adaptive understanding and knowledge of arithmetic. Game-based learning environments are means to support the development of such competence. In this paper we describe our design-based research on Fingu, an application that targets the understanding and mastering of the basic numbers 1 to 10 as part-whole relations. The aim of this paper is to present the design rationale of Fingu and empirical research conducted in Swedish pre-school and primary school settings.

  • 20.
    Olteanu, Constanta
    et al.
    Kristianstad University, School of Education and Environment.
    Holgersson, Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Second-degree equations as object of learning2008Conference paper (Refereed)
  • 21.
    Redfors, Andreas
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Holgersson, Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    On teacher students and models in physics2005Conference paper (Refereed)
  • 22.
    Redfors, Andreas
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Holgersson, Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Student teachers explanations of everyday phenomena and use of models in physics2006Conference paper (Refereed)
  • 23.
    Redfors, Andreas
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Holgersson, Ingemar
    Kristianstad University, Department of Mathematics and Science. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Student teachers’ use of models of matter: a progress report2005Conference paper (Other academic)
    Abstract [en]

    Empirical data on student teachers' use and views of models in physics are investigated. Students’ explanations of phenomena are analysed with the link between model/theory and reality in focus. A secondary focus is how the students’ use of explanatory models is influenced by their views about the nature of scientific knowledge. The project has a combined cross sectional and longitudinal design. Written questionnaires are used, in combination with follow up interviews. Three different phenomena are discussed, a burning candle, a gas flame and a flask with air confined by a balloon. Data is analysed with respect to a theoretical model of learning assuming that students use several different explanatory models, and that they use more than one in explanations of everyday phenomena. Results from this exploratory study are planned to guide further research on how teaching can build upon different perspectives of models to improve student learning.

  • 24.
    Redfors, Andreas
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Holgersson, Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Student teachers use of models when explaining everyday phenomena in physics2006Conference paper (Refereed)
  • 25.
    Redfors, Andreas
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Holgersson, Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Niedderer, Hans
    Tyskland.
    On teacher students and the world of models in physics2003Conference paper (Refereed)
1 - 25 of 25
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf