| Utvärdering av Matematiklyftets resultat: slutrapport M Österholm, T Bergqvist, Y Liljekvist, J van Bommel Umeå universitet, 2016 | 28 | 2016 |
| Improving teaching, improving learning, improving as a teacher: Mathematical knowledge for teaching as an object of learning J Van Bommel Karlstads universitet, 2012 | 25 | 2012 |
| Problemlösning som utgångspunkt: matematikundervisning i förskoleklass H Palmér, J Van Bommel Liber, 2016 | 20 | 2016 |
| Facebook and mathematics teachers' professional development: Informing our community J van Bommel, Y Liljekvist CERME 9-Ninth Congress of the European Society for Research in Mathematics …, 2015 | 15 | 2015 |
| Tracing teachers’ transformation of knowledge in social media J van Bommel, AC Randahl, Y Liljekvist, K Ruthven Teaching and Teacher Education 87, 102958, 2020 | 13 | 2020 |
| Professional Learning Communities in a Web 2.0 World: Rethinking the conditions for professional development Y Liljekvist, J van Bommel, C Olin-Scheller Teacher empowerment toward professional development and practices, 269-280, 2017 | 11 | 2017 |
| Problem Solving in Early Mathematics Teaching―A Way to Promote Creativity? J van Bommel, H Palmér Creative Education 9 (12), 1775-1793, 2018 | 10 | 2018 |
| Teachers’ informal professional development on social media and social network sites: when and what do they discuss J Van Bommel, Y Liljekvist ERME-Topic Conference: Mathematics Teaching, Resources and Teacher …, 2016 | 10 | 2016 |
| Exploring the role of representations when young children solve a combinatorial task H Palmér, J van Bommel ICT in mathematics education: the future and the realities 47 (08), 2019 | 8 | 2019 |
| Young students posing problem-solving tasks: what does posing a similar task imply to students? H Palmér, J van Bommel ZDM, 1-10, 2020 | 7 | 2020 |
| The role of and connection between systematization and representation when young children work on a combinatorial task H Palmér, J van Bommel European Early Childhood Education Research Journal 26 (4), 562-573, 2018 | 7 | 2018 |
| The teaching of mathematical knowledge for teaching: A learning study of primary school teacher education J van Bommel Nordisk matematikkdidaktikk 19 (3-4), 185-201, 2014 | 7 | 2014 |
| Enhancing young children’s understanding of a combinatorial task by using a duo of digital and physical artefacts J van Bommel, H Palmér Early years, 1-14, 2018 | 6 | 2018 |
| Elementary teachers on orchestrating teaching for mathematically highly able pupils E Mellroth, J van Bommel, Y Liljekvist The Mathematics Enthusiast 16 (1), 127-154, 2019 | 5 | 2019 |
| Matematikuppgifter: varför, vad, när, hur, och för vem? J van Bommel, H Palmér, Y Liljekvist Liber, 2018 | 5 | 2018 |
| Svensklärare på sociala medier: En ämnesdidaktisk analys av tre svensklärargrupper på Facebook AC Randahl, C Olin-Scheller, J van Bommel, Y Liljekvist Tolfte nationella konferensen i svenska med didaktisk inriktning (SMDI12 …, 2017 | 5 | 2017 |
| Facebook for professional development: Pedagogical Content Knowledge in the centre of teachers’ online communities YE Liljekvist, AC Randahl, J van Bommel, C Olin-Scheller Scandinavian Journal of Educational Research, 1-13, 2020 | 4 | 2020 |
| Young Students’ Feelings Towards Problem-Solving Tasks: What Does “Success” Imply? H Palmér, J van Bommel Views and beliefs in mathematics education, 69-77, 2018 | 4 | 2018 |
| Capturing, Managing and Analyzing Teachers' Informal Professional Development on Social Media J van Bommel, Y Liljekvist, C Olin-Scheller | 4 | 2018 |
| Slow down, you move too fast! J van Bommel, H Palmér CERME 10, 2017 | 4 | 2017 |
