My teaching is centred around three different parts. The most prominent is teaching in the two courses, 1FP003 and 1FL006. Both are about mathematics teaching in preschool. In addition to this specialization, I am responsible for 1MD162, a course given in English and aimed at primary school teachers, years 4-6. The participants in this course are usually from large parts of the world. I also supervise bachelor degree projects at lower and upper primary teacher education.
As part of "The Makings of a Mathematics Teacher," I investigate how mathematics teachers' professional identities develop before they graduate. I try to understand how teacher students' involvement in their teacher education programs or in contexts in or outside their schools relates to changes in their professional narratives about themselves. Since 2019, my interest has also increased related to the teacher educators teaching and what teacher students perceive as important in specific teaching situations. This part of my research collaborates with Tracy Helliwell at the University of Bristol.
I participate in two different research contexts concerning preschool. The first is PiF, problem-solving in the preschool class. The second is an interdisciplinary group that looks at Design for/in learning based on digital tools using the social semiotic perspective of multimodality.
During CERME 12, Congress of the European Society for Research in Mathematics Education 2022, I was the group leader for TWG 18a, which dealt with research on teacher education. I will also be part of the group responsible for professional development, TWG 18, during Cerme 13, 2023.
I am a member of the MAVI - Board (Mathematical views), https://www.mathematical-views.org/, 2021 - 2024. MAVI is a conference in mathematics education that every year, in Sep 2022 in Gijon, meets up and presents research that arises through research about mathematical beliefs and identity-related research.
As program council leader for the Preschool Teacher Degrees, I lead the work that will especially monitor that the educational elements together contribute to the students being given the conditions to achieve degree goals and general goals for higher education, i.e. that progression in the program studies is ensured.
Project manager: Develop pilot courses, hybrid, in preschool teacher education between 2020-2022. The project is funded by RUL. The group is expected to complete and report back during the spring semester of 2022.
Runs as responsible with Hanna Palmer, the network "Mathematics in preschool through digital tools". The goal of the network is to develop mathematics teaching in preschool with the support of digital tools, both theoretically and practically. The network collaborates between Linnaeus University and active preschool teachers from preschools in nearby municipalities to succeed in this. The planning of the network meetings is based on the network's goals, evaluations and wishes from the participants.
My research groups
My ongoing research projects
Doctoral thesis, monograph (Other academic)
- Ebbelind, A. (2020). Becoming recognised as mathematically proficient : The role of a primary school teacher education programme. Doctoral Thesis. Växjö, Linnaeus University Press. 226.
Article in journal (Refereed)
Ebbelind, A., Segerby, C. (2015). Systemic functional linguistics as a methodological tool in mathematics education research. Nordisk matematikkdidaktikk. 20 (1). 33-54.
Conference paper (Refereed)
- Ebbelind, A. (2019). Understanding student teachers’ professional development by looking beyond mathematics teacher education.. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education..
- Ebbelind, A. (2015). We think so, me and my mother : Considering external participation inside teacher education. Views and Beliefs in Mathematics Education : Results of the 19th MAVI Conference. 109-120.
- Ebbelind, A. (2015). Systemic functional Linguistics as methodological tool when researching Patterns of Participation. Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education : CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 2015, Prague, Czech Republic. 3185-3191.
- Palmér, H., Ebbelind, A. (2013). What is possible to learn? : Using ipads in teaching mathematics in preschool. Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education. : Mathematics learning across the life span.. 425-432.
- Ebbelind, A. (2013). Disentangle a Student Teacher's Participation during Teacher Education. Eighth Congress of European Research in Mathematics Education (CERME).
- Ebbelind, A. (2012). Analysing the Discourse of Teacher Training. .
- Ebbelind, A., Roos, H., Nilsson, P. (2012). Learning fractions : transformations between representations from a social semiotic perspective of multimodality. Proceedings of Norma 11 : The Sixth Nordic Conference on Mathematics Education. 217-226.
Chapter in book (Refereed)
- Christiansen, I.M., De Ron, A., Ebbelind, A., Engström, S., Frisk, S., et al. (2021). The crosscurrents of Swedish mathematics teacher education. International perspectives on mathematics teacher education. Waxhaw, NC, USA, Information Age Publishing. 9-48.
Chapter in book (Other academic)
- Ebbelind, A., Kjällander, S., Palmér, H. (2021). Matematik, digitalisering och programmering i förskolan. Programmering i skolmatematiken : möjligheter och utmaningar. Lund, Studentlitteratur AB. 73-87.
Chapter in book (Other (popular science, discussion, etc.))
Book (Other (popular science, discussion, etc.))
- Ebbelind, A., Palmér, H. (2016). Förskoleklassens Metodik: Upptäck och utforska matematik. Stockholm, Natur och kultur.
- Löfgren, B., Ebbelind, A. (2010). Mattemusik : En metod för ämnesintegrerat lärande. Stockholm, Sveriges utbildningsradio UR.
Other (Other (popular science, discussion, etc.))
Ebbelind, A., Palmér, H. (2019). Tal och mönster. Skolverket.
Denna text handlar om undervisning och lärande av naturliga tal och mönster. Textens första del tar utgångspunkt i begreppet tal och vad en god begreppsförståelse för tal kan innebära för elever i förskoleklass. Därefter följer en del om mönster – vad är ett mönster i matematisk mening och vad kan det innebära för elever i förskoleklass att utforska och beskriva mönster?.