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Mimmi Waermöbiträdande prefekt, universitetslektor

Om mig

I currently work at the Department of Special Education, Stockholm University. I do research in Didactics and Special Education. My research interest lays in the field of Cultural Historical Theory and concerns the dynamics in teaching for development of agency and the formation of concepts in Learning Activity (LA).

Forskningsprojekt

Publikationer

I urval från Stockholms universitets publikationsdatabas

  • THE MODELLING IN DEVELOPMENTAL EDUCATION: A CONDITION FOR THEORETICAL ABSTRACTION AND GENERALIZATION

    2022. Anna Broman, Mimmi Waermö, Elena Chudinova. Educativa: Revista do Departmento de Educacao, Universidade Catolica de Goias 25 (1), 1-25

    Artikel

    The aim of the study is to explore how the modelling, as a condition for theoretical abstraction and generalization, takes shape in a certain sequence of a biology instruction based on the El’konin-Davydov Program. Research questions are: How are the students’ diagrams handled in the modelling process? What is the character and the function of the teacher’s questions and actions during the modelling process? The data consists of teachers’ lesson plans and fieldnotes related to a certain modelling carried out in several classes. Based on the results of the analysis we conclude that the students’ diagrams are used as means of the collective process of abstraction towards the generalized model. The teacher organizes and leads the modelling process so that theoretical abstraction becomes possible; thus, the students discern the general in the specific case and begin developing a theoretical concept. 

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  • Designing teaching without planning-tools? Exploring a collaborative, iterative process of the development of a planning tool for teaching students with intellectual disabilities

    2019. Mimmi Waermö, Diana Monica Berthén, Inger Eriksson.

    Konferens

    Studies have shown that the object for teaching in Swedish special schools for students with intellectual disabilities (ID) historically has been caring and not the development of knowledge in different subjects (e.g. Berthén, 2007; Lundberg & Reichenberg, 2011). Thus, there are some indications that teachers perceive that teaching subject knowledge for this group of students is of less importance or problematic. An argument brought forward by teachers is that teaching for this group of students should not be too abstract to be able to meet their level of knowledge, and, to ensure that they do not fail. Another argument is that students easily get tired. Teachers emphasize the importance of caring about the students’ self-esteem, their self-beliefs and their safety. Teachers are further concerned with the students’ adaption to society. Similar tendencies are given by The Swedish Schools Inspectorate (2010) as well.

    The latest reform of the National curriculum for students with ID has put forward an increasing demand stating that the goal is also the development of students’ subject specific knowledge. However, if this highlighted goal (which can be perceived as a new object) is to be realized, questions may be raised about available planning or design tools. What type of tools can support teachers in their decision on what to teach and how to organize the teaching etc. And, if new tools are needed, how can such tools be developed and tested in practice?

    A group of teachers and researchers have collaboratively worked with this challenge in a two-year-long project, designed and based on principles of Change Laboratory (Engeström, 1987; Virkkunen & Newnham, 2013). 

    The aim of this presentation (poster) is to describe how a subject specific planning-tool gradually and iteratively have been developed to meet the teachers’ needs.  Which aspects of “knowing to be developed” (learning aims) were perceived as challenging and what different aspects of the content, the teaching, the communicative-tools must be planned for? 

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  • Forskningsbaserad undervisning - en inramning

    2019. Viveca Lindberg, Ylva Ståhle, Mimmi Waermö. Att utveckla forskningsbaserad undervisning, 16-28

    Kapitel

    Sedan 2011 ska undervisningen i skolan enligt skollagen vila på vetenskaplig grund och beprövad erfarenhet. Under lång tid handlade lärarnas uppdrag om att undervisa ett givet, det vill säga i läroplanen, utpekat stoff. För dagens lärare gäller att de både ”måste veta mer om kunskapande praktiker såväl som om ämnesspecifika förmågor och olika ämnesspecifika sätt att kunna” (Carlgren, 2015, s. 31). Ett sådant arbete ställer nya krav på lärarna, men även på övriga involverade.

    Diskussionen om praktiknära forskningsbaserad utveckling av undervisningen adresseras ofta i relation till specifika ansatser, exempelvis aktionsforskning, design- eller utvecklingsforskning, lesson respektive learning studies. Även om en ofta använd gemensam benämning för ansatserna är praxisnära forskning finns det ändå skillnader. Främst handlar de om vems frågor som adresseras och vem som ansvarar för designen, genomförandet, analysen och rapportering av studierna, det vill säga om arbetsfördelningen mellan forskare och lärare i relation till projektets olika delar. Mångfalden av svar visar att den klassrumsverksamhet – undervisning – som lärarna ska hantera är komplex, men också att det finns olika alternativ. 

    Kapitlet inleds med förutsättningar på olika nivåer för praxisnära forskning och ställningstaganden som styr olika modeller för denna typ av forskning och avslutas med en introduktion till bokens övriga kapitel.

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  • Att utveckla forskningsbaserad undervisning

    2019. Ylva Ståhle, Mimmi Waermö, Viveca Lindberg.

    Bok (red)

    Boken handlar om forskning med och av lärare för hållbar utveckling av undervisning. Kapitlen bidrar med att lyfta fram didaktiska utmaningar och lösningar för att utveckla vetenskapliga förhållningssätt för undervisningsutvecklande forskning baserade på exempel och analyser som representerar olika skolämnen, skolformer och lärarutbildningen. Boken skiljer sig från övriga inom området genom bredden i hur detta kan göras och i relation till att flera nivåer i utbildningssystemet och ämnen är representerade.

    Tretton av bokens sjutton kapitel är skrivna av forskare (nuvarande eller pensionerade) från SU och de representerar fem institutioner: IPD, HSD, MND, Matematiska och SpecPed. Övriga kapitel representerar ett urval av de nätverk som byggts kring den här typen av forskningsintressen över tid.

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  • Dialectics of Negotiagency

    2017. Mimmi Waermö (et al.).

    Avhandling (Dok)

    This study is about the children in a fourth and fifth grade Swedish primary school class and their play during breaktimes. The study takes the theoretical point of departure in seeing children’s breaktime play as a cultural historical activity. The overarching research problem concerns breaktime play emphasising the phenomena of children’s negotiation, participation and agency. It concerns how breaktime play takes shape and which capacities children possess, who are breaktime play literate, to participate and to uphold play. What is the significance of children’s capacity to negotiate rules and roles? How do they use culturally, historically developed objects and motives to transform and expand established versions of play and games? The research problem foregrounds how the play activity emerges, is carried out and how participation is enabled through negotiation. The aim of the study is to explore the phenomena of children’s negotiation and agency in dialectical change processes in breaktime play activity. The questions explored are: 

    RQ: What are the mechanisms in dialectical processes of collectividual action and collective object transformation in children’s play activity? 

    • How does the play activity emerge?
    • How does the object of the play activity transform?

    The data consists of field notes from participant observations and of audio memos. Audio memos, short smartphone recordings of the children’s verbal reflections on aspects of their actions and experiences, were continuously produced to get the children’s verbal reflections in the immediacy of acting. Various documents and interviews form additional data. The findings show how the children negotiate involvement, rules, role set-up and the hierarchy of demands as a continuous elaboration of the conditions to establish and maintain boundaries of playfully accomplished activity. The notion of negotiagency is introduced, uncovering that breaktime play literacy does not occur in the children’s minds apart from social interaction but develops in and through negotiation. Negotiagency emerges and is realised when the children are engaged in a playfully accomplished activity. The dialectical processes of collectividual action and collective object transformation in playfully accomplished activity are enabled through negotiation. This whole mechanism is referred to as Dialectics of Negotiagency.

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  • Broadening rules and aligning actions

    2016. Mimmi Waermö. Learning, Culture and Social Interaction 11, 19-28

    Artikel

    This article explores the emergence of the children's rule negotiation, while they play hide-and-seek during school break times, and how it transforms the playing. Break times refer to the free-time interspaces between organized scheduled lessons during the school day and are settings among others in children's everyday life where they are able to play and explore. Usually, in Swedish primary schools, there is a morning break, lunch break, and shorter pauses between lessons. Usually children are allowed to spend the break times in a schoolyard. The article provides a micro-level insights of a group of 10 and 11 years old children's negotiation process regarding rules to be followed while playing hide-and-seek, in Sweden the game is called "the jar". Observational data was produced during 11 break periods and was analysed through the lens of cultural historical activity theory (Leontiev, 1978; Vygotsky, 1978). The analysis indicates that the children's negotiation process is a collective embedding of agency. Negotiation concerns children broadening the collective interpretation of rules and making micro-adjustments in their courses of action in order to align them. The negotiation of rules is a collectividual (Stetsenko, 2013) enterprise of producing and using negotiagency in changing the circumstances in play.

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  • Negotiating involvement

    2016. Mimmi Waermö. Learning, Culture and Social Interaction 11, 153-161

    Artikel

    This article concerns the emergence of primary schoolchildren's non-regular shadow break time play. The reported study is part of a bigger project. The observational data upon which the study is based reports on a peer-group between the ages of 10 and 11, in the same school class, and their drifting in the schoolyard. The data was produced during five consecutive school days comprising 8 breaks at one Swedish primary school. A cultural historical activity theoretical analysis was carried out emphasizing the children's micro-adjustments of their courses of actions in a particular transition into a non-regular shadow break time play activity. The findings of this research show how the children negotiate involvement, co-produce the game and continuously elaborate the playful conditions into different versions of the game. The findings moreover emphasize how the negotiation here concerns the co-creation of a tool further used in co-producing play. It is argued that the children, based on negotiagency (Waermö, 2016b), co-produce the play and that negotiagency runs from the individuals' profound sociality and is to be understood as a collectividual (Stetsenko, 2005, 2013) form of agency. 

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  • Enculturation into inclusion, protecting what ‘is’, and changed acting

    2016. Mimmi Waermö. Learning, Culture and Social Interaction 8, 88-96

    Artikel

    School day breaks are time–space pockets in between organized, scheduled lessons during the school day. This study analyzed what a group of 16 children, aged 10 and 11 years, in a Swedish school class, did in the outdoor table tennis area of their schoolyard during breaks. The observational data was produced during eight consecutive school days, including 19 breaks, and analyzed through the lens of cultural historical activity theory (Vygotskij, 1978; Leontiev, 1978) emphasizing the dynamics of the demands and motives in this particular activity setting. The children were the co-producers of a multi-motive oriented break-time practice. They were enculturated into inclusion, tolerance and respect through a process of becoming, which involved their engagement into microgenetic movements as a coping with the mismatch between demands and motives using certain abilities—the ability to change practices, the ability to protect what ‘is’ and the ability to quit certain actions by motive reorientation—as tools for change and for non-change. This conceptualizing of “learning cultural competence” (van Oers, 2010) enables us to adopt a more nuanced view of collectividual enculturation processes in a certain activity set- ting. Such understandings enrich the discussion on how to support for a play even more inclusive. 

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