Andreas Ebbelind

Teaching

I primarily teach mathematics education in preschool teacher education. In addition to this, I am the course coordinator for 1MD162, a course offered in English aimed at primary school teachers for grades 4-6. I also supervise thesis projects in the primary teacher education program. Until the summer of 2025, I will be involved in the higher education pedagogical development project outlined in the link below:

[Link to the project: https://lnu.se/forskning/forskningsprojekt/projekt-att-utveckla-en-multimodal-undervisningsdesign-med-digitala-verktyg/]

Research

2024 - 2026: FIP - Successful Integration of Problem Formulation in Preschool-class.

Project leader for the project funded by the Swedish Institute for Educational Research (4.5 million SEK): FIP - Successful Integration of Problem Formulation in Preschool Class. Other researchers are Hanna Palmer (Lnu) and Jorryt van Bommel (HDa). The study will be conducted over three years in collaboration between three researchers and five preschool class teachers. This collaboration has been ongoing for several years, but the focus has previously been on problem-solving (PiF - Problem-solving in Preschool Class). Since the study takes place on-site in preschool classes, the knowledge gained from the study will be applicable to preschool classes in general.

2024 - 2027: Exploration of Six-Year-Olds' Meaning-Making in Various Subjects Through Multimodal Teaching and Their Creation of Digital Animations.

Participating researcher in the project funded by the Swedish Research Council (6 million SEK): Exploration of Six-Year-Olds' Meaning-Making in Various Subjects Through Multimodal Teaching and Their Creation of Digital Animations (Project Leader: Marina Wernholm). The use of digital tools has increased in both preschool and school settings, but the crucial question that still needs to be answered concerns how digital tools can promote students' learning. Based on this, the VR project aims to study what happens and what becomes possible for students to learn when teachers, with the support of researchers, integrate digital tools into their instructional design.

2011 - Present: Makings and BeMT

As part of the project "The Makings of a Mathematics Teacher", I am investigating how the professional identities of mathematics teachers develop before and after they graduate and how the professional identities of mathematics teachers becoming mathematics teacher educators develop during the transition from being a teacher to a teacher educator. This part of my research is conducted with Tracy Helliwell from the University of Bristol.

CERME 12, 13, and 14, Cerme: Congress of the European Society for Research in Mathematics Education. Cerme 12: Group leader for TWG 18a teacher education. Cerme 13 2023: Co-leader professional development and teacher education. Cerme 14 2025: Co-leader professional development and teacher education.

Member of the board for the international conference MAVI (Mathematical Views). As a board member, I have two roles, the first of which is to address issues related to the conference, and the second is to serve as an international program committee, IPC. I will also be organizing MAVI in Växjö in 2025.

Commissions

2020 - 2025: Program Council Leader for Preschool Teacher Education

As the program council leader, I oversee the work specifically focused on ensuring that the educational components collectively provide students with the conditions to achieve program goals and general objectives for higher education. This involves securing progression and coherence in the program studies.

2023 - 2025: Digital Tools as Part of Young Children's Life and Learning

With Marina Wernholm and Emelie Patron, I lead the network "Digital Tools as Part of Young Children's Life and Learning." The network aims to facilitate the exchange of experiences and the development of knowledge and teaching practices in collaboration between teacher educators and professionals, including preschool teachers and teachers in preschools, schools, and leisure centres. Experience exchange will be a recurring element at all network meetings. Other initiatives may include, but are not limited to, testing new digital tools in teacher education and professional practice, integrating experiences from teacher education into professional practice and vice versa, and initiating practice-oriented research on new and ongoing digital aspects in all fields.