Bridging the gap between theory and practice by the use of iterative processes

Mona Holmqvist Olander, Constanta Olteanu

Research output: Contribution to journalArticlepeer-review


The aim of this study is to study learning the positional ten base notation by the increase of students’ test scores during the learning study process. Five teachers, one researcher and 53 students participated. Three research lessons in three different groups of students were conducted. The improvement in the third lesson (C) correlates with the more developed theoretical based assumptions the design is made, which resulted in a pattern of variation that stronger pointed out the aspect needed to discern to understand the object of learning in a new and more developed way. The differences in the third research lesson (C) was significant** p=0.005 while the differences in research lessons A and B were not significant.

Original languageEnglish
Pages (from-to)230-239
Number of pages9
JournalJournal of Education and Learning
Issue number1
Publication statusPublished - 2013
Externally publishedYes

Swedish Standard Keywords

  • Pedagogy (50301)


  • action research
  • base 10 positional notation
  • compulsory school instruction
  • learning study
  • teacher development


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