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Boesen, Jesper
Publications (10 of 23) Show all publications
Liljekvist, Y., Mellroth, E., Olsson, J. & Boesen, J. (2017). Conceptualizing a local instruction theory in design research. In: Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist (Ed.), ICT in mathematics education: the future and the realities: Proceedings of MADIF10. Paper presented at The tenth research seminar of the Swedish Society for Research in Mathematics Education. Karlstad, January 26–27, 2016 (pp. 119-128). Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF
Open this publication in new window or tab >>Conceptualizing a local instruction theory in design research
2017 (English)In: ICT in mathematics education: the future and the realities: Proceedings of MADIF10 / [ed] Johan Häggström, Eva Norén, Jorryt van Bommel, Judy Sayers, Ola Helenius, Yvonne Liljekvist, Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF , 2017, p. 119-128Conference paper, Published paper (Refereed)
Abstract [en]

This is a report on the discussions (and post-re ections) of the MADIF10 symposium ”Conceptualizing a local instructional theory in design research”. Linking the discus- sion to Koeno Gravemeijer’s keynote at MADIF9 and drawing on di erent ongoing research projects, the aim of the symposium was to discuss [examples of] the opera- tionalization of design principles in order to deepen the understanding of some theo- retical concepts in design research. The contribution of the symposium is the inter- pretation of how local instruction theory interrelates with other concepts in design research, for instance, the hypothetical learning trajectory. The role of the concepts as both design tools and as outcomes was presented and discussed.

Place, publisher, year, edition, pages
Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2017
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:hj:diva-41298 (URN)978-91-984024-0-7 (ISBN)
Conference
The tenth research seminar of the Swedish Society for Research in Mathematics Education. Karlstad, January 26–27, 2016
Available from: 2017-05-28 Created: 2018-08-30Bibliographically approved
Boesen, J., Helenius, O. & Johansson, B. (2015). National-scale professional development in Sweden: theory, policy, practice. ZDM - the International Journal on Mathematics Education, 47(1), 129-141
Open this publication in new window or tab >>National-scale professional development in Sweden: theory, policy, practice
2015 (English)In: ZDM - the International Journal on Mathematics Education, ISSN 1863-9690, E-ISSN 1863-9704, Vol. 47, no 1, p. 129-141Article in journal (Refereed) Published
Abstract [en]

From 2012 to 2016 all teachers of mathematics, in primary through to upper secondary and adult education, in Sweden are to be given the opportunity of receiving state-coordinated professional development (PD), generally involving around one meeting per week for a year. We examine the ways in which this programme and its content are research-based by analysing the design principles of the PD and its content via a review of the underlying documents. We find that the research base for the design of the PD decisions is formulated only partly explicitly in the documentation, as is the case for the content. Nevertheless, the principles still largely conform to internationally recognised research-based models for PD and teacher change. In the discussion we propose that a relatively open design process, involving many stakeholders with knowledge of both theory and practice rather than an analytical examination of previous research, has contributed to the adoption of this format for the PD programme.

Place, publisher, year, edition, pages
Springer, 2015
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-41381 (URN)10.1007/s11858-014-0653-4 (DOI)000355744700011 ()2-s2.0-84939651693 (Scopus ID)
Available from: 2018-09-07 Created: 2018-09-07 Last updated: 2018-09-07Bibliographically approved
Boesen, J., Helenius, O., Bergqvist, E., Bergqvist, T., Lithner, J., Palm, T. & Palmberg, B. (2014). Developing mathematical competence: from the intended to the enacted curriculum. Journal of Mathematical Behavior, 33, 72-87
Open this publication in new window or tab >>Developing mathematical competence: from the intended to the enacted curriculum
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2014 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 33, p. 72-87Article in journal (Refereed) Published
Abstract [en]

This study investigates the impact of a national reform in Sweden introducing mathematical competency goals. Data were gathered through interviews, classroom observations, and online surveys with nearly 200 teachers. Contrasting to most studies of this size, qualitative analyses were conducted. The results show that teachers are positive to the message, but the combination of using national curriculum documents and national tests to convey the reform message has not been sufficient for teachers to identify the meaning of the message. Thus, the teachers have not acquired the functional knowledge of the competence message required to modify their teaching in alignment with the reform. The results indicate that for complex reform messages, such as the competency message, to have intended impact on classroom practice, special attention needs to be put on the clarity of the message. To have high-stakes tests, for example, does not alone seem to be sufficient. 

Place, publisher, year, edition, pages
JAI Press Ltd, 2014
Keywords
Mathematical competence Interpretation of competency goals Reform Learning opportunities, Classroom observation, Teacher interviews, Conceptual belief change
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:hj:diva-41299 (URN)10.1016/j.jmathb.2013.10.001 (DOI)
Projects
Nationella matematikprov som katalysator för implementering av utbildningsreformer
Funder
Swedish Research Council, 2007-375-50893-28
Available from: 2013-11-12 Created: 2018-08-30Bibliographically approved
Boesen, J. (2011). Mathematical creativity - is it assessed in teacher made tests?. In: J. Emanuelsson, L. Fainsilber, J. Häggström, A. Kullberg, B. Lindström & M. Löwing (Ed.), Voices on learning and instruction in mathematics: (pp. 239-256). Göteborg: Nationellt centrum för matematikutbildning (NCM)
Open this publication in new window or tab >>Mathematical creativity - is it assessed in teacher made tests?
2011 (English)In: Voices on learning and instruction in mathematics / [ed] J. Emanuelsson, L. Fainsilber, J. Häggström, A. Kullberg, B. Lindström & M. Löwing, Göteborg: Nationellt centrum för matematikutbildning (NCM), 2011, p. 239-256Chapter in book (Other academic)
Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2011
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-41382 (URN)978-91-85143-20-7 (ISBN)
Available from: 2018-09-07 Created: 2018-09-07 Last updated: 2018-09-07Bibliographically approved
Palm, T., Boesen, J. & Lithner, J. (2011). Mathematical reasoning requirements in Swedish upper secondary level assessments. Mathematical Thinking and Learning, 13(3), 221-246
Open this publication in new window or tab >>Mathematical reasoning requirements in Swedish upper secondary level assessments
2011 (English)In: Mathematical Thinking and Learning, ISSN 1098-6065, E-ISSN 1532-7833, Vol. 13, no 3, p. 221-246Article in journal (Refereed) Published
Abstract [en]

We investigate the mathematical reasoning required to solve the tasks in the Swedish national tests and a random selection of Swedish teacher-made tests. The results show that only a small proportion of the tasks in the teacher-made tests require the students to produce new reasoning and to consider the intrinsic mathematical properties involved in the tasks. In contrast, the national tests include a large proportion of tasks for which memorization of facts and procedures are not sufficient. The conditions and constraints under which the test development takes place indicate some of the reasons for this discrepancy and difference in alignment with the reform documents.

Place, publisher, year, edition, pages
Taylor & Francis, 2011
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:hj:diva-41300 (URN)10.1080/10986065.2011.564994 (DOI)000293191200003 ()
Available from: 2011-03-11 Created: 2018-08-30Bibliographically approved
Bergqvist, E., Bergqvist, T., Boesen, J., Helenius, O., Lithner, J., Palm, T. & Palmberg, B. (2010). Matematikutbildningens mål och undervisningens ändamålsenlighet: Gymnasiet hösten 2009. Göteborg: NCM
Open this publication in new window or tab >>Matematikutbildningens mål och undervisningens ändamålsenlighet: Gymnasiet hösten 2009
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2010 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Göteborg: NCM, 2010. p. 71
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:hj:diva-41301 (URN)
Available from: 2011-03-01 Created: 2018-08-30Bibliographically approved
Lithner, J., Bergqvist, E., Bergqvist, T., Boesen, J., Palm, T. & Palmberg, B. (2010). Mathematical competencies: A research framework. In: Bergsten, Jablonka & Wedege (Ed.), Mathematics and mathematics education: Cultural and social dimensions. Paper presented at The seventh mathematics education research seminar, Stockholm, January 26-27, 2010 (pp. 157-167). Linköping, Sweden: Svensk förening för matematikdidaktisk forskning, SMDF
Open this publication in new window or tab >>Mathematical competencies: A research framework
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2010 (English)In: Mathematics and mathematics education: Cultural and social dimensions / [ed] Bergsten, Jablonka & Wedege, Linköping, Sweden: Svensk förening för matematikdidaktisk forskning, SMDF , 2010, p. 157-167Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Linköping, Sweden: Svensk förening för matematikdidaktisk forskning, SMDF, 2010
Series
Skrifter från Svensk förening för matematikdidaktisk forskning, SMDF, ISSN 1651-3274 ; 7
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:hj:diva-41302 (URN)91-973934-6-0 (ISBN)
Conference
The seventh mathematics education research seminar, Stockholm, January 26-27, 2010
Available from: 2010-10-28 Created: 2018-08-30Bibliographically approved
Boesen, J., Lithner, J. & Palm, T. (2010). The relation between types of assessment tasks and the mathematical reasoning students use. Educational Studies in Mathematics, 75(1), 89-105
Open this publication in new window or tab >>The relation between types of assessment tasks and the mathematical reasoning students use
2010 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 75, no 1, p. 89-105Article in journal (Refereed) Published
Abstract [en]

The relation between types of tasks and the mathematical reasoning used by students trying to solve tasks in a national test situation is analyzed. The results show that when confronted with test tasks that share important properties with tasks in the textbook the students solved them by trying to recall facts or algorithms. Such test tasks did not require conceptual understanding. In contrast, test tasks that do not share important properties with the textbook mostly elicited creative mathematically founded reasoning. In addition, most successful solutions to such tasks were based on this type of reasoning.

Place, publisher, year, edition, pages
Springer, 2010
Keywords
mathematical reasoning, task characteristics, assessment, learning difficulties
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:hj:diva-41303 (URN)10.1007/s10649-010-9242-9 (DOI)000292148800005 ()
Available from: 2010-09-03 Created: 2018-08-30Bibliographically approved
Bergqvist, T., Boesen, J. & Nyroos, M. (2010). Vad vet vi om hur matematiklärare arbetar för att utveckla elevers matematikkunskaper?. Göteborg: NCM, Göteborgs universitet
Open this publication in new window or tab >>Vad vet vi om hur matematiklärare arbetar för att utveckla elevers matematikkunskaper?
2010 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Göteborg: NCM, Göteborgs universitet, 2010. p. 59
National Category
Mathematics Pedagogy
Research subject
didactics of mathematics
Identifiers
urn:nbn:se:hj:diva-41304 (URN)
Available from: 2018-08-30 Created: 2018-08-30 Last updated: 2018-08-30Bibliographically approved
Boesen, J. & Helenius, O. (2009). Améliorer l’enseignement des mathématiques: Le cas de la Suède. Revue internationale d'éducation Sèvres, 51, 91-101
Open this publication in new window or tab >>Améliorer l’enseignement des mathématiques: Le cas de la Suède
2009 (French)In: Revue internationale d'éducation Sèvres, ISSN 1254-4590, E-ISSN 2261-4265, Vol. 51, p. 91-101Article in journal (Refereed) Published
Abstract [fr]

L’article présente le plan d’action suédois pour les mathématiques lancé par le gouvernement suédois en 2003 et qui couvre l’ensemble du système éducatif : préscolaire, enseignement obligatoire, secondaire supérieur, secondaire pour les adultes, enseignement supérieur général et formation des adultes. Ce plan vise à développer l’image des mathématiques et l’intérêt pour la discipline ; à former et à renforcer les compétences des enseignants qualifiés grâce à la formation initiale et continue ; à accompagner les enseignants et les établissements pour améliorer leur enseignement et l’apprentissage ; à mettre constamment l’accent sur les objectifs, les finalités, les contenus et les évaluations de l’enseignement des mathématiques. Plusieurs actions et initiatives ont été engagées au niveau national. Les mathématiques y sont conçues comme un pont vers de nombreux autres éléments de l’enseignement scientifique. Les auteurs s’attachent à montrer l’apport des mathématiques dans l’apprentissage.

Abstract [en]

This article presents the Swedish action plan for mathematics: the reasons for launching it, its main objectives, and how it was carried out. The authors put forward a fresh view of what mathematics can contribute at school. The action plan aims to generate interest in mathematics among both pupils and the general public. The authors present the actions taken since the action plan was introduced, along with examples of ongoing initiatives.

Place, publisher, year, edition, pages
Centre International d'Etudes Pedagogiques, 2009
Keywords
apprentissage, citoyenneté, contenu d’enseignement, curriculum, enseignant, enseignement, enseignement des sciences, évaluation, formation des enseignants, mathématiques, pédagogie, PISA : programme international pour le suivi des acquis des élèves, réforme, réforme de l’enseignement, sciences
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-41379 (URN)
Available from: 2018-09-07 Created: 2018-09-07 Last updated: 2018-09-07Bibliographically approved

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