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As teachers' informal professional development is visible in social media, this study probes teachers' participation in self-organized Facebook groups in mathematics or Swedish-language education. In total, 553 posts from six Facebook groups were categorized using Shulman's knowledge-base framework, and analysed using systemic functional grammar. Teachers use "questions" and "offers" most frequently (88%). Within these speech functions, pedagogical content knowledge dominates (63%), indicating that these groups constitute professional learning communities that teachers use as a professional development resource, focusing the interaction on pedagogical content knowledge. This study finds a largely similar practice in Facebook groups across the two subjects.

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This paper focuses on problem solving and problem posing in mathematics education with 6-year-olds. After working on a problem-solving activity, the young students were asked to pose a similar task to a friend. This article explores how the students interpret the notion of similar. To be able to pose a problem-solving task themselves the students had to change perspective, from searching for information to providing information, and from searching for a solution to searching for a question. Also, to create a similar task the students had to reflect on the original problem-solving task. Thus, their posed tasks shed light on their interpretation of what the original problem-solving task was really about. The results show that the large majority of the students included some three-dimensional aspects from the original problem-solving task in their posed tasks. However, the questions they posed varied in terms of whether or not they included mathematical elements.

This article is about the systematization and representation young children spontaneously use when they are working on a combinatorial task. In this article, documentations from 123 children working on the same task are analysed. The question asked is if there are any connections between the systematizations and representations used in the documentations and how the children solve the task. The results indicate that there are some connections between systematization and representations and that both prepossess children's solutions. In this paper, we provide some possible reasons; however, we also state that more studies are needed to give deeper insights on these issues.