Conferences and seminars

Find information about the conferences and seminars arranged by the Department of Teaching and Learning.

To the calendar 



Conferences hosted by the Department of Teaching and Learning:

DiS is a yearly drama research conference occuring in late October. Its purpose is to offer a meeting platform for active researchers in drama and to present current research to the general public.



Svend Pedersen Lecture Award

The Svend Pedersen Lecture is awarded annually to a researcher who has made a major and lasting contribution within the fields of Mathematics Education or Science Education. The award is issued by the Department of Teaching and Learning.

All events are advertised in our calendar


Professor Noah Finkelstein and Professor Valerie Otero at the University of Colorado Boulder in the USA

Noah Finkelstein, professor of physics and Valerie Otero, professor of science education at the University of Colorado Boulder in the USA, are both leading researchers in physics and science education. Both their individual and collaborative work has received wide recognition and inspired many researchers around the world.

The motivation for the award was their joint contribution to the practice of teacher education. Thanks to an interdisciplinary collaboration, they have succeeded in developing a very successful Learning Assistant-program.

The Learning Assistant-program means that so-called STEM students (Science, Technology, Engineering & Mathematics) participate as assistants in various undergraduate education programs to support the students taking the education. It has not only produced positive results for both students and teachers on their courses, but also contributed to many of the assistants later going on to teacher training.


No winner awarded this year.


Professor Oh Nam Kwon from Seoul National University.

Professor Oh Nam Kwon is an internationally prominent researcher in mathematics education. She has made pioneering contributions within the field of secondary and tertiary education including teacher education. Of particular importance is Professor Nam’s research on the inquiry-oriented approach and how to cultivate divergent thinking, including how students makes use of mathematics in their reasoning, and how teachers decode such use.

Her work also includes assessment in mathematics, in particular International Large Scale Assessments (ILSA). Professor Kwon’s research has had lasting impact on mathematics education internationally and for the development of research and teaching in mathematics education at the Department of Mathematics and Science Education, Stockholm University. She has in particular been engaged with communicating research, both in research networks and in teacher conferences. 


Christine Siry from Luxembourg.



The appointment of Professor Nathalie Sinclair Faculty of Education, Simon Fraser University (Vancouver, Canada) in 2019 is as follows:

Nathalie Sinclair is professor at the Faculty of Education, Simon Fraser University (Vancouver, Canada), and Canada Research Chair in Tangible Mathematics Learning. Her research is currently at the forefront of the mathematics education because it brings together a new philosophical stance on mathematics as bodily human activity, new views on learning based on the significance of the body and materiality for sense-making, and knowledge about how the visual and tactile affordances of digital technologies promote corporeal mathematical activity.

Her sustained work is leading directions for how pedagogical work in school mathematics with digital technologies can increase children’s mathematical sophistication and interaction with potent mathematical concepts at different ages. Her overall research has been of inspiration for many scholars and teachers in the world and at MND, and the establishment of future collaboration will be of benefit to current efforts in Sweden to increase digitalization in school mathematics.


The appointment of Dr. Judith S. Lederman  Illinois Institute of Technology, USA, in 2018 is as follows:

Dr. Judith S. Lederman is a internationally leading researcher in Science Education. Her writing on Scientific  Inquiry and Nature of Science—in museums and science centers, as well as in formal school settings—has had lasting impact on the field of research, for teaching and science curricula worldwide and for the development of research and teaching at the Department of Mathematics and Science Education, Stockholm University. Through her continuous support, Dr. Lederman has been critical for the development and recognition of our department. 


The appointment of Professor Lieven Verschaffel of the Katholieke Universiteit Leuven, Belgium  in 2017 is as follows:

The award is given to Professor Verschaffel in recognition of his outstanding contribution to elementary mathematics education over several decades. His research on number, arithmetic and mathematical problem solving has had a considerable influence on the work of several colleagues in MND.

Moreover, his collaborations, whether with PhD students or the best-known professors in the field, all receive the same devotion to detail, an encyclopaedic knowledge of the fields in which he is engaged and the acknowledgment that his success is in no small part due to the strength of his team in Leuven. An exceptionally engaging speaker, Lieven will give a very significant and insightful summary of some of his recent work. Details of the time, location and title of his talk will be announced later in the year.


The appointment of Professor Steve Alsop, Faculty of Education, York University, Canada, in 2016 is as follows:

Professor Steve Alsop is an internationally recognized science education researcher. His pioneering research on affect, emotion and motivation, in science teaching and learning has had a major and lasting impact on the field and for the development of research at the Department of Mathematics and Science Education, Stockholm University.

Through the textbook Analysing exemplary science teaching: theoretical lenses and a spectrum of possibilities for practice, Professor Alsop’s thinking has also empowered science student teachers in Stockholm.


The appointment of Professor Jill Adler, University of the Witwatersrand in Johannesburg, South Africa, and Kings College in London, in 2015 is as follows:

Professor Jill Adler, University of the Witwatersrand in Johannesburg, South Africa, and Kings College in London, is the recipient of the 2015 Svend Pedersen Lecture Award in Mathematics Education at Stockholm University, Department of Mathematics and Science Education.

Jill Adler has worked as a teacher of mathematics in secondary school, adult education, pre-service teacher education and in-service teacher education. She has also developed materials for distance education. These experiences drive her research and all her work in teacher education.

Her research, particularly on the teaching of mathematics in multilingual classrooms and the professional development of mathematics teachers, has for many years inspired us in the Department of Mathematics and Science Education. She was vice-president of ICMI (2003-2009) a recognition of her outstanding contributions to the world of mathematics and mathematics education.


The appointment of Professor Russell Tytler, School of Education, Deakin University, Australia, in 2014 is as follows:

Professor Russell Tytler is an internationally recognized science education researcher. With a background as a secondary science teacher, Professor Tytler’s research shows a deep engagement with the teacher profession and a care for the student.

In his work he has managed to show how teacher professional development successfully can draw on educational research. His studies and curriculum reform work is in the forefront, modelling teaching and learning in new ways to support teachers’ daily work together with their students.

His research spans from interviews with students of their experiences to classroom studies of how various representations can sustain the progression and interest of students.

Professor Tytler has a long history of collaboration with Swedish colleagues, and his work has been a continual inspiration for research and teacher education at the Department of Mathematics and Science Education at Stockholm University.


The appointment of Professor Simon Goodchild, in 2013 is as follows:

For many years Simon Goodchild, Professor at the Department of Mathematical Sciences, University of Agder in Kristiansand, Norway, has been involved in the development of Research School in Mathematics Education at Agder and his courses have inspired mathematics education PhD students across Sweden and at Stockholm University´s Department of Mathematics and Science Education in particular.

Goodchild is particularly well-known for his work in the Nordic Graduate School in Mathematics Education – NoGsme – and its summer schools for PhD-students. Lately Goodchild has been a member of the Scientific Board for teacher education at Stockholm University.

Goodchild’s research interest lays in theories of learning and teaching mathematics as well as methodological issues. He has undertaken mathematics education research in fields as diverse as mathematics teacher development and classroom studies, and, together with Lynn English, edited in 2002 an important and critically well-received book on classroom research methodology: Classroom research in mathematics education: A critical examination of methodology. As author of articles and books in the area he has considerably influenced mathematics education at Stockholm University.


The appointment of Dr. Doris Ash, in 2012 is as follows:

Dr. Doris Ash (University of California, Santa Cruz) is an internationally renowned researcher within the field of science education. Over the past 20 years her research has focused on science learning, both in and out of the classroom, working with culturally and linguistically diverse students and families.

Dr. Ash’s work has been a great inspiration to the Swedish science education researchers, especially her investigations on learning in informal environments such as museums, science centers and aquariums.

She has made a pioneering work on understanding how social groups make sense of science in these contexts, specifically revealing the significance of inquiry dialogic skills and thematic content used in conversations about science topics.

Throughout her research and commitment to equity and access to science learning, she has made a long and lasting contribution to the field of science education.


The appointment of Professor Marja van den Heuvel-Panhuizen in 2011 is as follows:

“Professor Marja van den Heuvel-Panhuizen (Faculty of Science, Department of Mathematics, Freudenthal Institute for Science and Mathematics, Utrecht University) is involved in the development of the theory and practical implications of Realistic Mathematics Education. Her research interest lay in the learning and teaching of mathematics in early childhood and primary school.

For a long time Marja van den Heuvel-Panhuizen has inspired mathematics educators in Sweden, and for us at the Department of Mathematics and Science Education, Stockholm University, especially in assessment and test development.

She has produced research in mathematics education in different fields, assessment, longitudinal learning - teaching trajectories for mathematics, professional development of teachers/mathematics coordinators, gender differences in mathematics education, high achievers in mathematics.

As author of several articles and books in the area she has considerably influenced mathematical education at Stockholm University.”


The appointment of Dr Eduardo Mortimer,  in 2010 is as follows:

Dr Eduardo Fleury Mortimer (Universidade Federal de Minas Gerais) is an internationally noted researcher within the field of science education. He has been a guest professor and researcher at the University of Leeds, Washington University in St Louis, and the Institut national de recherche pédagogique, Lyon.

The work of Dr Mortimer has been a great inspiration to Swedish science education researchers, especially his work on classroom interaction, language and learning in science. He has made pioneering work on the significance of social processes in classroom communication and concept growth, studies of teacher-student dialogue, classroom epistemologies, teacher authority, argumentation, and emotions.

Through the book Meaning Making in Secondary Science Classrooms, which is a standard in science teacher education courses at Stockholm University, he has made a long and lasting impact on Swedish science teachers.


The appointment of Professor Stephen Lerman, in 2009 is as follows:

Professor Stephen Lerman (London South Bank University) is a former president of PME and former Chair of the British Society for Research in Learning Mathematics. His main interest over the last 20 years has been sociocultural perspectives on teaching and learning mathematics and he is author of several articles and books in the area including Cultural Perspectives on the Mathematics Classroom (Kluwer).

For a long time Stephen Lerman has inspired mathematics educators in Sweden; especially at the former Stockholm Institute of Education and these days at the Stockholm University. He has produced a lasting impact on research in mathematics education by taking an important and active part in the discussion about different theoretical perspectives in the field. Doing this he has enhanced the shift in mathematics education towards communication, discourse, and sociocultural theories in general. His empirical work concentrates on developing research tools to analyse classroom teaching and learning.

He is currently working with sociological theory in studying aspects of mathematics education. As author of several articles and books in the area he has considerably influenced mathematics education research at Stockholm University.


The appointment of  Nancy Brickhouse, School of Education, University of Delaware, in 2008 is as follows:

”Professor Nancy W. Brickhouse has produced research broadly in science education, for instance on the nature of science and on teachers beliefs about science teaching. Particularly she has conducted outstanding and seminal research on young girls’ construction of their identities in relation to science.

Her studies have encompassed what happens at home as well as in school and the ways in which gender influences girls’ scientific engagement in different contexts.

The contexts have varied from elementary girls’ reading of science books to young women at an urban vocational high school. In her studies she has discussed what it means to participate in science and how that relates to a just society. Her writing has significantly influenced science education research at Stockholm University and so also our science education programs.”


Professor Wynne Harlen 


Professor Douglas A. Roberts, University of Calgary


Professor Joan Solomon, University of Plymouth, U.K. 



Our research groups arrange several seminars each semester. Get in touch with the contact person of each group for more information.

Research groups

SAMTAL@SU is a seminar serie we organize for other institutions. To the meetings, we invite international researchers in education of mathematics and natural sciences. After their presentations, there is an opportunity for a more informal conversation.

The seminars are conducted in collaboration with the Center for University Teacher Education (CeUL).

Contact Veronica Flodin if you want to arrange a seminar within SAMTAL@SU at your institution.

MERS invites speakers from our department as well as external guests to present and discuss current research.

We advertise all seminars in our calendar



At the Department of Learning and Teching we sometimes arrange various workshops. One example is the series of workshops with the aim of gaining an overview of pedagogical terminology. 

We advertise all workshops in our calendar

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