Hanna Palmér

Teaching

I teach mathematics education in preschool teacher education. I am managing the master programme in mathematics education.

Research

My research is focused on mathematics teaching and learning in preschool, preschool class and primary school. Of special interest is problem solving in mathematics, digital technology in mathematics education and entrepreneurial competences. I am also interested in the professional identity development of mathematics teachers.

My research groups

Mathematics Education In the Mathematics Education research group we conduct both theoretical and applied research. The group participates in national and international collaboration with researchers…

My ongoing research projects

My completed research projects

Project: Play-based didactics The purpose of this project is to, in collaboration between university and preschool, further develop theory about play-based preschool didactics.

Publications

Article in journal (Refereed)

Björklund, C., Palmér, H. (2022). Teaching toddlers the meaning of numbers : connecting modes of mathematical representations in book reading. Educational Studies in Mathematics.
Status: Epub ahead of print
Van Bommel, J., Palmér, H. (2021). Young students’ views on problem solving versus problem posing. Journal of Childhood, Education & Society. 2 (1). 1-13.
Status: Published
Van Bommel, J., Palmér, H. (2021). Enhancing young children's understanding of a combinatorial task by using a duo of digital and physical artefacts. Early years. 41 (2-3). 218-231.
Status: Published
Palmér, H., Van Bommel, J. (2021). Teachers participation in practice based research : a methodological retrospect. Nordisk matematikkdidaktikk, NOMAD : [Nordic Studies in Mathematics Education]. 26 (3-4). 113-130.
Status: Published
Palmér, H. (2020). When Students’ and Teachers’ Views on Good Mathematics Teaching Limit Co-teaching in Mathematics. Education, Language and Sociology Research. 1 (2). 66-76.
Status: Published
Palmér, H., Van Bommel, J. (2020). Young students posing problem-solving tasks : what does posing a similar task imply to students?. ZDM - the International Journal on Mathematics Education. 52 (4). 743-752.
Status: Published
Björklund, C., Palmér, H. (2020). Preschoolers’ reasoning about numbers in picture books. Mathematical Thinking and Learning. 22 (3). 195-213.
Status: Published
Palmér, H. (2019). Collective and individual perspectives on preschool mathematics within a professional development programme. International Journal of Early Years Education. 27 (3). 306-321.
Status: Published
Björklund, C., Palmér, H. (2019). I mötet mellan lekens frihet och undervisningens målorientering i förskolan.. Forskning om undervisning och lärande. 7 (1). 64-85.
Status: Published
Palmér, H., Maria, J. (2018). Combining entrepreneurship and mathematics in primary school : what happens?. Education Inquiry. 9 (4). 331-346.
Status: Published
Palmér, H., Van Bommel, J. (2018). Problem solving in early mathematics teaching : a way to promote creativity?. Creative Education. 9 (12). 1775-1793.
Status: Published
Palmér, H., Van Bommel, J. (2018). The role of and connection between systematization and representation when young children work on a combinatorial task. European Early Childhood Education Research Journal. 26 (4). 562-573.
Status: Published
Björklund, C., Magnusson, M., Palmér, H. (2018). Teachers’ involvement in children’s mathematizing : beyond dichotomization between play and teaching. European Early Childhood Education Research Journal. 26 (4). 469-480.
Status: Published
Palmér, H., Björklund, C. (2017). Collective but Diverse : Preschool Teachers Networking to Develop Toddler Mathematics. Mathematics Teacher Education and Development. 19 (3). 3-16.
Status: Published
Palmér, H. (2017). Programming in preschool : with a focus on learning mathematics. International Research in Early Childhood Education. 8 (1). 75-87.
Status: Published
Palmér, H., Roos, H. (2017). What is implied when researchers claim to use a theory?. International Journal of Research and Method in Education. 40 (5). 471-479.
Status: Published
Palmér, H., Björklund, C. (2016). Different perspectives on possible – desirable – plausible mathematics learning in preschool. Nordisk matematikkdidaktikk. 21 (4). 177-191.
Status: Published
Palmér, H. (2016). Professional Primary School Teacher Identity Development : a pursuit in line with an unexpressed Image. Teacher Development. 20 (5). 682-700.
Status: Published
Van Bommel, J., Palmér, H. (2016). Young children exploring probability : with focus on their documentations. Nordisk matematikkdidaktikk, NOMAD : [Nordic Studies in Mathematics Education]. 21 (4). 95-114.
Status: Published
Palmér, H., Henriksson, J., Hussein, R. (2016). Integrating Mathematical Learning During Caregiving Routines : A Study of Toddlers in Swedish Preschools. Early Childhood Education Journal. 44 (1). 79-87.
Status: Published
Palmér, H. (2015). Using tablet computers in preschool : How does the design of applications influence participation, interaction and dialogues?. International Journal of Early Years Education. 23 (4). 365-381.
Status: Published
Palmér, H. (2012). (In)consistent? The mathematics teaching of a novice primary school teacher.. Nordisk matematikkdidaktikk. 17 (3-4). 141-157.
Status: Published
Palmér, H. (2010). Identity development in limbo : teacher transition from education to teaching. Nordisk matematikkdidaktikk. 15 (4). 101-122.
Status: Published

Conference paper (Refereed)

Björklund, C., Palmér, H. (2021). Designing a tool for exploring toddlers’ numerical competencies in preschool. Sustainable mathematics education in a digitalized world : Proceedings of MADIF12. The twelfth research seminar of the Swedish Society for Research in Mathematics Education Växjö, January 14–15, 2020 . 1-11.
Palmér, H., Björklund, C. (2020). Framing Mathematics Teaching with Narratives : The Ambiguity of Goldilocks. Mathematics Education in the Early Years : Result from the POEM4 Conference, 2018. 249-262.
Palmér, H., Björklund, C. (2020). Toddlers exploring structural elements in play. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. 2331-2338.
Palmér, H., Van Bommel, J. (2018). Young student's feelings towards problem-solving tasks : What does "success" imply?. Views and Beliefs in Mathematics Education : The Role of Beliefs in the Classroom. 69-78.
Palmér, H. (2018). How to understand changes in novice mathematics teachers' talk about good mathematics teaching?. Views and Beliefs in Mathematics Education : The Role of Beliefs in the Classroom. 127-136.
Van Bommel, J., Palmér, H. (2017). Paper or and digital : a study of combinatorics in preschool class. Nordic Research in Mathematics Education : Papers of NORMA 17.
Helenius, O., Palmér, H. (2017). Student Teachers’ Visions of Good Mathematics Teaching and its (dis)connection to Practice. ICT in mathematics education: the future and the realities : Proceedings of MADIF 10  The tenth research seminar of the Swedish Society for Research in Mathematics Education  Karlstad, January 26–27, 2016.
Palmér, H., Björklund, C. (2017). How do preschool teachers characterize their own mathematics teaching in terms of design and content?. Proceeding of the tenth congress of the European society for research in mathematics education (CERME10, February 1-5, 2017). 1885-1892.
Björklund, C., Magnusson, M., Palmér, H. (2017). Playing to learn or learning as a prerequisite to play? : an example of mathematical learning content. NERA 2017 Abstracts: Learning and education – material conditions and consequences : 23-25 March 2017, Copenhagen, Denmark.
Palmér, H., Karlsson, L. (2017). Primary School Students' Images of Problem Solving in Mathematics. Teaching and Learning in Maths Classrooms : Emerging Themes in Affect-Related Research: Teachers' Beliefs, Students' Engagement and Social Interaction. 27-35.
Palmér, H., Van Bommel, J. (2017). Exploring the role of representations when young children solve a combinatorial task. ICT in mathematics education: the future and the realities : Proceedings of MADIF 10 The tenth research seminar of the Swedish Society for Research in Mathematics Education,  Karlstad, January 26–27, 2016.
Van Bommel, J., Palmér, H. (2017). Slow down, you move too fast!. PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10). 1950-1951.
Palmér, H. (2016). What Happens when Entrepreneurship Enters Mathematics Lessons?. Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. 27-34.
Palmér, H., Johansson, M., Karlsson, L. (2016). Teaching for entrepreneurial and mathematical competences : teachers stepping out of their comfort zone. Proceeding of the MAVI-22 Conference, Växjö, Sweden.
Palmér, H. (2015). Primary School Teachers' Image of a Mathematics Teacher. Views and Beliefs in Mathematics Education : Results of the 19th MAVI Conference. 121-132.
Palmér, H., Van Bommel, J. (2015). How to Solve it : Students' Communication when Problem Solving in Groups. Nordic research in mathematics education : Proceedings of NORMA14, Turku, June 3–6, 2014. 329-338.
Roos, H., Palmér, H. (2015). Communities of practice : exploring the diverse use of a theory. CERME9 Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. 2702-2708.
Palmér, H. (2014). Inconsistency, Regression or Development? : The professional Identity of a Novice Primary School Mathematics Teacher. Development of Mathematics Teaching : Design, Scale, Effects. Proceeding of MADIF 9. The Ninth Swedish Mathematics Education Research Seminar Umeå February 4-5, 2014. 107-116.
Palmér, H. (2014). Just as expected and exactly the opposite : Novice primary school mathematics teachers’ experience of practicing teachers. Current State of Research on Mathematical Beliefs XX : Proceedings of the MAVI-20 Conference September 29 – October 1, 2014, Falun, Sweden. 151-162.
Palmér, H. (2014). Just As Expected And Exactly The Opposite : Novice Primary School Mathematics Teachers’ Experience Of Practicing Teachers. ECER 2014, The Past, the Present and the Future of Educational Research : Network: 24. Mathematics Education Research.
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.
Palmér, H. (2013). (In)consistent? : The mathematics teaching of a novice primary school teacher. Current state of research on mathematical beliefs XVIII : Proceedings of the MAVI-18 Conference, September 12-15, 2012, Helsinki, Finland. 229-242.
Palmér, H. (2013). Connecting Theories in a Case Study of Primary School Mathematics Teachers' Professional Identity Development. CERME8 (European Research in Mathematics Education), 6-10 Feb., 2013, Anatalya : WG Papers ; Different theoretical perspectives / approaches in research in mathematics education. 2850-2859.
Palmér, H. (2012). Telling identities in self-recordings. Proceedings of Norma 11 : The sixth nordic conference on mathematics education in Reykjavik, May 11-14, 2011. 493-502.
Palmér, H. (2012). Assessment as a tool in the professional identity development of novice mathematics teachers.. Proceedings of MADIF8 : Evaluation and Comparison of Mathematical Achievement: Dimensions and Perspectives. 161-170.
Palmér, H. (2011). Variation is good - Math book is bad : Connecting typologies to dichotomous wording. Current State of Research on Mathematical Beliefs XVII. : Proceeding of the MAVI-17 Conference.
Palmér, H. (2010). Konflikt mellan vision och möjlighet hos blivande lärare i matematik.. Mathematics and Mathematics Education: Cultural and Social Dimensions. : Proceedings of MADIF 7. 200-210.
Palmér, H. (2010). Beliefs and knowledge for teaching Mathematics in school in the narratives of identity.. Proceedings of the conference MAVI-15: Ongoing research on mathematical beliefs Genoa: Dipartimento di Matematica, Università di Genova - Provincia di Genova.
Palmér, H. (2009). The conflict emerge before graduation. PME33 : In search for theories in mathematics education. 439-439.

Book (Refereed)

Pramling, N., Wallerstedt, C., Lagerlöf, P., Björklund, C., Kultti, A., et al. (2019). Play-responsive teaching in early childhood education. Springer.

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.
Palmér, H., Johansson, M., Karlsson, L. (2018). Teaching for entrepreneurial and mathematical competences : teachers stepping out of their comfort zone. Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms : Selected Papers from the 22nd MAVI Conference. Springer. 13-23.
Kidron, I., Bosch, M., Monaghan, J., Palmér, H. (2018). Theoretical perspectives and approaches in mathematics education research. Developing Research in Mathematics Education : Twenty Years of Communication, Cooperation and Collaboration in Europe. Routledge. 254-268.
Palmér, H. (2016). What is the difference? : Young children learning mathematics through problem solving. Mathematics Education in the Early Years : Results from the POEM2 Conference, 2014. Springer. 255-266.

Collection (editor) (Refereed)

Palmér, H., Skott, J. (2018). Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms : Selected Papers from the 22nd MAVI Conference. Springer. 148.

Conference proceedings (editor) (Refereed)

Norén, E., Palmér, H., Cooke, A. (2017). Nordic Research in Mathematics Education : Papers of NORMA 17. Svensk förening för MatematikDidaktisk Forskning - SMDF.

Article in journal (Other academic)

Van Bommel, J., Palmér, H. (2015). From Solving Problems to Problem Solving : Primary School Teachers Developing Their Mathematics Teaching through Collaborative Professional Development. KAPET. 11 (1). 72-89.
Status: Published

Conference paper (Other academic)

Krainer, K., Palmér, H., Jaworski, B., Prediger, S., Boero, P., et al. (2020). ERME anniversary panel on the occasion of the 20th birthday of the European Society for Research in Mathematics Education. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. 81-98.

Book (Other academic)

Palmér, H., Van Bommel, J. (2019). Problemlösning som utgångspunkt : Matematikundervisning i förskoleklass. Stockholm, Liber.
Palmér, H., Van Bommel, J. (2016). Problemlösning som utgångspunkt : Matematikundervisning i förskoleklass. Stockholm, Liber.

Chapter in book (Other academic)

Björklund, C., Palmér, H. (2022). Preschool Teachers’ Ways of Promoting Mathematical Learning in Picture Book Reading. Early Childhood Teachers‘ Professional Competence in Mathematics. Routledge. 187-205.
Skott, J., Palmér, H. (2022). Att utveckla matematisk litteracitet. Didaktikens språk : Om skolundervisningens mål, innehåll och form. Gleerups Utbildning AB. 73-86.
Palmér, H., Björklund, C. (2022). När undervisning och lek flätas samman – matematikdidaktik för de yngre åldrarna. Didaktikens språk : Om skolundervisningens mål, innehåll och form. Gleerups Utbildning AB. 137-150.
Ebbelind, A., Kjällander, S., Palmér, H. (2021). Matematik, digitalisering och programmering i förskolan. Programmering i skolmatematiken : möjligheter och utmaningar. Lund, Studentlitteratur AB. 73-87.
Palmér, H. (2021). The impact of Teacher Education in School Practice : The professional Identity Development of a Novice Primary School Teacher of Mathematics. Understanding Teacher identity : The Complexities of Forming an Identity as Professional Teacher. Maryland, Rowman & Littlefield Publishers. 13-28.
Palmér, H. (2020). "Vi bestämmer att streck betyder paus" : matematik och programmering i förskolan. Innehållets didaktik i förskolan. Stockholm, Liber. 82-90.
Palmér, H. (2020). Bedömning i yngre skolåldrar. Att planera, bedöma och ge återkoppling : stöd för undervisning. Stockholm, Skolverket. 34-43.
Van Bommel, J., Palmér, H., Liljekvist, Y. (2018). Matematikuppgifter : varför, vad, när, hur, och för vem?. Att bli lärare i matematik. Stockholm, Liber. 61-84.
Björklund, C., Palmér, H. (2017). Att undervisa i matematik i förskolan. Förskolan och barns utveckling : Grundbok för förskollärare. Gleerups Utbildning AB. 171-184.
Palmér, H. (2015). Digitala verktyg i förskolans arbete med matematik. De yngsta barnens matematik. Stockholm, Liber. 151-158.

Article in journal (Other (popular science, discussion, etc.))

Van Bommel, J., Palmér, H. (2020). Matematik i soffan. Tangenten : tidsskrift for matematikk i grunnskolen. 31 (4). 6-11.
Status: Published
Van Bommel, J., Palmér, H. (2016). Matematik i soffan : kombinatorik i förskoleklass. Nämnaren : tidskrift för matematikundervisning. (3). 15-20.
Status: Published

Book (Other (popular science, discussion, etc.))

Van Bommel, J., Palmér, H. (2020). Matematikundervisning i förskoleklass. Lund, Studentlitteratur AB.
Ebbelind, A., Palmér, H. (2016). Förskoleklassens Metodik: Upptäck och utforska matematik. Stockholm, Natur och kultur.

Chapter in book (Other (popular science, discussion, etc.))

Palmér, H. (2019). Problemlösning genom programmering med och utan digitala verktyg. Digitalisering i förskolan på vetenskaplig grund. Stockholm, Natur och kultur. 115-138.
Palmér, H., Ebbelind, A. (2012). Matematiklärande. Förskoleklassens Didaktik : Möjligheter och Utmaningar. Stockholm, Natur och kultur. 134-184.
Palmér, H. (2008). Är ett halvt kex lika många som ett helt kex?. Didaktiska Studier från förskola och skola.. Malmö, Gleerups Utbildning AB. 19-40.

Collection (editor) (Other (popular science, discussion, etc.))

Karlsson, L., Maria, J., Palmér, H. (2017). Entreprenöriellt lärande i matematik : Vad, hur, varför?. Stockholm, Natur och kultur. 195.

Other (Other (popular science, discussion, etc.))

Björklund, C., Palmér, H. (2020). Att få grepp om begrepp i matematik. Stockholm, Skoverket. 10.
Palmér, H., Björklund, C. (2020). Bilderböcker som utgångspunkt för matematikundervisning. Stockholm, Skolverket. 8.
Palmér, H. (2019). Matematiska begrepp. Stockholm, Skolverket.
Van Bommel, J., Palmér, H. (2019). Resonemang genom problemlösning. Stockholm, Skolverket.
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?
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