Autor: Camilla Björklund

Hanna Palmér is a Professor in Mathematics Education at Linnaeus University in Sweden. The focus of her research is the teaching and learning of mathematics in preschool and primary school. Of special interest is problem solving in mathematics, digital technology in mathematics education and entrepreneurial competences. This research is often practice oriented and conducted in collaboration with teachers. She also does research on the professional identity development of mathematics teachers. She has in addition to scientific publications written books for preschool and primary-school teacher education. Camilla Björklund is a Professor of Education at the University of Gothenburg, Sweden. The focus of her research is mostly mathematics learning in early childhood and teaching involving children aged one to eight years. Essential in her research designs is a starting point in children’s perspectives and how to challenge their ways of understanding some learning object. Her research is thereby directed at developing teaching practice that facilitates children’s developing understanding of mathematics as to be meaningful to the individual child. She has extensive experience of practice-oriented research in collaboration with teachers and has in addition to scientific publications written a large number of books for preschool teacher education. Jessica Elofsson is a Postdoctoral researcher in the field of Pedagogy at the University of Gothenburg, Sweden. Her research interest is mathematics learning and development of teaching practice in preschool and primary school. Her main focus is intervention research focusing on supporting young children´s early learning and development of mathematical skills.   Elin Reikerås is a Professor in Early Childhood Education and Centre leader of FILIORUM – Centre for Research in Early Childhood Education, at the University of Stavanger, Norway. Her research interests are on children”s early mathematical development, the relations between early mathematics and other development areas as language, motor-life skills, and social skills as well as the relations between arithmetic’s and reading. She led the interdisciplinary longitudinal Stavanger project, which followed over 1000 children’s development from they were 2 ½ years until they turned 10 year.