معرفی
Andreas Ebbelind is an Associate Professor in the Department of Mathematics at Linnaeus University's Faculty of Technology. He serves as Program Council Leader for Preschool Teacher Education (2020-2025) and coordinates major research projects including the Swedish Institute for Educational Research-funded FiP project (2024-2026) on problem formulation in preschool class. He participates in a Swedish Research Council-funded project (2024-2027) exploring six-year-olds' meaning-making across subjects. Ebbelind is a member of the board for the international MAVI conference and will organize MAVI in Växjö 2025.
His research focuses on mathematics education, particularly examining how preschool student teachers, mathematics teachers, and teacher educators develop professionally through engagement with everyday challenges. He investigates how problem formulation can be successfully implemented in early mathematics education to promote young students' learning opportunities. His work also explores how digital tools can be integrated into teaching to support children's meaning-making across subjects.
Ebbelind's recent publications reveal a strong emphasis on mathematics teacher education, identity formation, and the development of professional narratives. His research increasingly examines multimodal approaches to teaching and learning, with particular attention to how digital tools and animations can enhance young children's mathematical and scientific understanding. He frequently collaborates with Hanna Palmér, Jorryt van Bommel, Marina Wernholm, and Tracy Helliwell from the University of Bristol.
As Program Council Leader for Preschool Teacher Education, Ebbelind oversees ensuring educational components collectively provide students with conditions to achieve program goals. He co-leads the network 'Digital Tools as Part of Young Children's Life and Learning' with Marina Wernholm and Emelie Patron, facilitating experience exchange between teacher educators and professionals. His research is supported by significant funding from the Swedish Research Council and the Swedish Institute for Educational Research.
Ebbelind is active in major international research communities, serving as group leader for TWG 18a teacher education at CERME 12 and as co-leader for professional development and teacher education at CERME 13 (2023) and CERME 14 (2025). He has organized symposia including 'Rethinking Mathematics Teacher Education Together for Sustainable Careers' (2025).
