Henrik Stigberg

• Stigberg, Henrik; Stigberg, Susanne Koch & Maugesten, Marianne (2024). Introducing teacher students to digital fabrication to support children's mathematical learning. International Journal of Child-Computer Interaction. ISSN 2212-8689. 40. doi: 10.1016/j.ijcci.2024.100643.
• Stigberg, Henrik; Stigberg, Susanne Koch; Maugesten, Marianne & Kaufmann, Odd Tore (2023). Teachers' critical reflections on digital fabrication for making manipulatives to support mathematical thinking. In Drijvers, Paul; Csapodi, Csaba; Palmer, Hanna; Gosztonyi, Katalin & Kónya, Eszter (Ed.), Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISSN 978-963-7031-04-5. p. 2804–2811.
• Stigberg, Henrik (2022). Digital Fabrication for Mathematics Education: A Critical Review of the Field. In Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica & Ferretti, Federica (Ed.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education. ISSN 979-1-22-102537-8. Full text in Research Archive
• Stigberg, Susanne Koch; Akerbæk, Tore Marius & Stigberg, Henrik (2022). Developing genres of educational programming videos to support mathematics teachers utilize programming in the classroom. Skrifter från Svensk förening för matematikdidaktisk forskning. ISSN 1651-3274. 17, p. 217–224. Show summary

  In this paper, we report on the state of the art of educational programming videos and suggest three genres of educational programming videos to support mathematics teachers and teacher educators utilizing programming in the classroom. In a literature review, we report on a scattered but trending research field, synthesizing three distinct genres of education programming videos: video lectures of programming concepts, video tutorials of step-by-step instructions of educational technology, and video podcasts discussing teaching examples of how to use programming in the classroom. Finally, we present example videos for the suggested genres and conclude our work with a call for more research into educational videos for programming, suggesting two specific paths for future work.

• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2022). Examining TPACK among 8th–10th grade teachers after introducing a Use-Modify-Create programming approach. In Nortvedt, Guri A.; Buchholtz, Nils; Fauskanger, Janne; Hähkiöniemi, Markus; Jessen, Britta Eyrich; Nilsen, Hans Kristian; Naalsund, Margrethe; Pálsdóttir, Guðbjörg; Portaankorva-Koivisto, Päivi; Radišić, Jelena; Sigurjónsson, Jóhann Örn; Viirman, Olov Lui & Wernberg, Anna (Ed.), Bringing Nordic mathematics education into the future. Proceedings of Norma 20, The ninth Nordic Conference on Mathematics Education . Svensk förening för MatematikDidaktisk Forskning - SMDF. ISSN 978-91-984024-6-9. p. 169–176.
• Stigberg, Henrik; Hadjerrouit, Said; Kaufmann, Odd Tore & Marentakis, Georgios (2022). Analysing tensions faced by pre-service mathematics teachers engaging in digital fabrication. In Fernandez, C.; Llinares, S.; Gutierrez, A. & Planas, N. (Ed.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45). Universidad de Alicante. ISSN 978-84-1302-178-2. p. 4-51–4-58. Full text in Research Archive Show summary

  This article analyses tensions pre-service teachers faced during the last workshop of participation in a series of professional development workshops on digital fabrication for creating manipulatives for mathematics education. Using the concept of community of practice and the notion of tension as a theoretical framework and a qualitative research design including video recording with 5 pre-service teachers, we identified three tension categories: technological, pedagogical, and workshop design. The results indicate that tensions are often caused by conflictual decisions between the workshop designers’ and students’ objectives as well as difficulties in digital fabrication and its application in teaching mathematics.

• Stigberg, Susanne Koch; Stigberg, Henrik & Maugesten, Marianne (2022). Making Manipulatives for Mathematics Education. In Hjorth, Mikkel & Ejsing-Duun, Stine (Ed.), Proceedings of 6th FabLearn Europe / MakeEd conference 2022 - An International Conference on Computing, Design and Making in Education. Association for Computing Machinery (ACM). ISSN 978-1-4503-9633-2. p. 1–9. doi: 10.1145/3535227.3535228. Full text in Research Archive Show summary

  This paper describes the efforts of an interdisciplinary team of researchers as they collaborated to create a digital fabrication curriculum module for mathematics teacher education. The initial four-day workshop design was piloted with five pre-service teachers. The design objective was to introduce digital fabrication techniques joint with mathematical concepts and the design of classroom activities to develop pre-service teachers' technological, pedagogical, and content knowledge. The workshops included activities to find, adapt, create, and share mathematical manipulatives using digital fabrication tools, techniques, and platforms. Manipulatives are tangible objects reifying mathematical concepts and one type of representation used in mathematics teaching. The paper reports on the design process and our design motivations to address contextual constraints and varying levels of exposure to digital fabrication for both pre-service teachers and teacher educators. The developed "find-adapt-create-share" framework for introducing digital fabrication was evaluated through researchers' self-reflection and pre-service teachers' feedback during concluding interviews.

• Stigberg, Henrik & Stigberg, Susanne Koch (2019). Teaching programming and mathematics in practice: A case study from a Swedish primary school. Policy Futures in Education. ISSN 1478-2103. doi: 10.1177/1478210319894785. Show summary

  Programming and computational thinking have emerged as compulsory skills in elementary school education. In 2018, Sweden has integrated programming in mathematics education with the rationale that it fosters problem solving and logical thinking skills and motivates students to learn mathematics. We investigated how teachers introduce programming in mathematics education in a Swedish primary school using an explorative case study. We followed four mathematics teachers during the first semester in which programming was mandatory. They taught second-, sixth- and ninth-grade students. Our contributions are threefold: we provide an account of how programming is taught in mathematics education; we discuss how teachers reflect on the challenge of teaching programming in mathematics; and we report on students’ understanding of programming and their view on the relationship between programming and mathematics.

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• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2024). Programmering på ungdomstrinnet.
• Stigberg, Henrik (2023). Teachers’ critical reflections on digital fabrication for making manipulatives to support mathematical teaching.
• Nordbakke, Monica & Stigberg, Henrik (2023). Teaching and learning in mathematics.
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2022). Programmering på ungdomstrinnet - samarbeid mellom lærerutdanningsskoler og HiØ.
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Programmering på ungdomstrinnet.
• Stigberg, Susanne Koch; Maugesten, Marianne & Stigberg, Henrik (2021). Use - modify - create. Ett arbetssätt för programmering. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. 3/2021(3), p. 22–27.
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Programmering på ungdomstrinnet. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 3/2021(3), p. 2–7.
• Stigberg, Henrik; Stigberg, Susanne Koch & Maugesten, Marianne (2021). Use-modify-create: ett arbetssätt för programmering. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. 3.
• Maugesten, Marianne; Stigberg, Henrik; Stigberg, Susanne Koch & Nina Skajaa, Fredheim (2021). Har utviklet undervisningsopplegg som skal gjøre lærere i ungdomsskolen bedre i programmering. [Business/trade/industry journal]. Forskning.no.
• Stigberg, Susanne Koch; Stigberg, Henrik & Akerbæk, Tore Marius (2021). Developing genres of educational programming videos to support mathematics teachers utilize programming in the classroom.
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Examining TPACK among 8.-10. grade teachers after introducing a Use-Modify-Create programming approach.
• Nordbakke, Monica; Stigberg, Henrik & Johnsen, Morten Andre (2020). Desentralisert kompetanseutvikling (DEKOMP) i Fredrikstad.
• Nordbakke, Monica & Stigberg, Henrik (2019). Programmering i skolen.
• Stigberg, Henrik & Stigberg, Susanne Koch (2019). Teaching Programming and Mathematics in Practice: A Case Study from Swedish Elementary School.
• Stigberg, Henrik (2019). Hvordan har programmering blitt introdusert i skolen i Sverige?

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