This randomised controlled trial experimental study compared the effectiveness of using two different types of visualisation – self-constructed visualisation (SCV) and passively received visualisation (PRV) – to help children with attention-deficit/hyperactivity disorder (ADHD) solve mathematical word problems.

Using simulation models calibrated with administrative data for all primary and lower secondary schools in Stockholm, Sweden, Selcan Mutgan and Eduardo Tapia assess the potential impact of school closure on ethnic school segregation.

The study set out to explore different mathematical difficulties among 877 second-grade children and to test the effect of memorization versus conceptual practices with number combinations.

The aim of the present theoretical analysis is threefold. First, we examine the concept of deep learning in light of the three fundamental questions “why”, “what”, and “how” and make assessments concerning its status in contemporary literature.

Huvudsyftet med artikeln är att fördjupa kunskapen om vilka uppfattningar om läsundervisningens faktiska förhållanden som går att urskilja i svenska folkskollärares berättelser under 1940-talen.

Syftet med artikeln är att öka kunskapen om hur policy om anpassningar förhandlas och iscensätts i grundskolans klassrum relaterat till lärares uppdrag att stödja och bedöma alla elevers kunskapsutveckling.

Denna artikel undersöker hur skolan kan utgöra en plats som tar hänsyn till digitaliseringens påverkan och samtidigt verka för lärares och elevers kommunikativa och mellanmänskliga möten.

Studiens syfte är att analysera hur mångfald bland elever konstrueras genom skolpersonals diskursiva praktiker och med vilken inverkan på realiseringen av målet om likvärdighet.

This paper investigates how to reduce the theory-practice gap by making research the object of discussion for researchers and practitioners. The study is situated in the wicked problem of using digital technology in mathematics education

This paper presents a design-oriented approach to address the challenge of bridging the gap between educational research and practice by empowering teachers to make use of research findings in their classrooms.

Our analyses show how youth use their felt, cultural, and community knowledges, as well as their developing scientific knowledge of physics, to confront and analyze manifestations of racial bias in technologies. The findings highlight the significance of teachers’ pedagogical support and providing opportunities for meaningful transdisciplinary science investigations and speculative designing for more just and thriving futures.

This article explores nine SENCOs’ lived experiences of the changes, challenges and opportunities which arose when working in Swedish upper secondary schools through the spring term of 2021, during the COVID-19 pandemic.