Lisa Björklund Boistrup

Lisa Björklund Boistrup


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Works at Department of Mathematics and Science Education
Visiting address Svante Arrheniusväg 20 A, E-huset, Arrheniuslab
Room P 425
Postal address Institutionen för matematikämnets och naturvetenskapsämnenas didaktik 106 91 Stockholm

About me

I am interested in research which concerns all students’ opportunities to experience mathematics through mathematics education in school and other contexts. I am involved in various research projects that all have connections with each other. One project focus is on what we can learn from adults' mathematics in professional life and what we can learn concerning school mathematics. Another research interest is about how feedback and assessment that take place on a daily basis in the mathematics classroom offer students affordances to get involved in and to learn mathematics. I am interested in investigating assessment in mathematics in a broad sense with a focus on in/exclusion of students as well as how teachers are positioned. Regularly, I perform research together with mathematics teachers in action research projects. I am also interested in general aspects for communication between teachers and students in the mathematics classroom and how this is affected by the decisions and structures at different levels in the school as an institution. 

Selection of publications (see also publication list in pdf)
Nordin, A-K., & Boistrup, L. B. (2018). A framework for identifying mathematical arguments as supported claims created in day-to-day classroom interactions. Journal of Mathematical Behavior, 51, 15-27.
Eriksson, E., Boistrup, L. B. & Thornberg, R. (2018). A qualitative study of primary teachers’ classroom feedback rationales. Educational Research, 60(2), 189-205.
Bagger, A., Boistrup, L. B., & Norén, E. (2018). The governing of three researchers’ technologies of the self. The Mathematics Enthusiast, 15(1), 278-302.
Boistrup, L. B., & Samuelsson, J. (2018) Resistance from within the mathematics classroom: Silences, strategies, and subjectivities. In U. Gellert, C. Knipping, & H. Straehler-Pohl (Eds.), Inside the mathematics class: Sociological perspectives on participation, inclusion, and enhancement (pp. 63-82). Cham: Springer.

Boistrup, L. B., Bellander, E., & Blaesild, M. (2018). Mathematics in pre-vocational education: A model for interfaces between two different teaching contents. In A. Rogers, B. Street, K. Yasukawa, & K. Jackson (Eds.), Numeracy as social practice: Global and local perspectives (pp. 76-98). London: Routledge. 
Pansell, A., & Boistrup, L. B. (2018). Mathematics teachers’ teaching practice in relation to textbooks: Exploring praxeologies. The Mathematics Enthusiast, 15(3), 541-562.
FitzSimons, G., & Boistrup, L. B. (2017). In the workplace mathematics does not announce itself: Towards overcoming the hiatus between mathematics education and work. Educational Studies in Mathematics. Retrieved in April 2017 from 

Boistrup, L. B. (2017). Assessment in mathematics education: A gatekeeping dispositive. In H. Straehler-Pohl, N. Bohlmann & A. Pais (Eds.), The disorder of mathematics education. Challenging the sociopolitical dimensions of research (pp. 209-230). Cham: Springer.
Boistrup, L. B. (2016). Värderingskompetens i matematik med fokus på feedback. In M. Johnsen-Høines & R. Herheim (Eds.) Matematikksamtalar (pp. 153-173). Norge: Caspar Forlag.
Boistrup, L. B. (2015). Governing through implicit and explicit assessment acts: Multimodality in mathematics classrooms. In M. Hamilton, R. Heydon, K. Hibbert & R. Stooke (Eds.), Negotiating spaces for literacy learning: Multimodality and governmentality (pp. 131-148). London: Bloomsbury books.
Boistrup, L. B. & Gustafsson, L. (2014). Construing mathematics-containing activities in adults' workplace competences: Analysis of institutional and multimodal aspects. Adults Learning Mathematics: An International Journal. 9 (1), 7-23.    
Boistrup, L. B., & Selander, S. (2009). Coordinating multimodal social semiotics and an institutional perspective in studying assessment actions in mathematics classrooms. In V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello (Red.), Proceedings of CERME 6, Sixth Conference of European Research in Mathematics Education (pp. 1565-1574). Lyon, France: Institut national de recherche pédagogique.


Mathematics in vocation and school contexs

In collaboration between vocational teachers, mathematics teachers and myself, we investigate relations between the teaching contents of different vocations and of mathematics. When doing this we, we strive towards taking both contents seriosly, and we view both contents as consisting of both theoretical and practical dimensions. Participants:
Elisabet Bellander, The city of Malmö

Michael Blaesild, The city of Malmö

Matilda Edström, Praktiska gymnasiet, Liljeholmen

Divo Racheed, Praktiska gymnasiet, Liljeholmen

Malin Lignell, Praktiska gymnasiet, Liljeholmen

Gail FitzSimons, Melbourne University

Viveca Lindberg, HSD, Stockholm University


Action research in mathematics education

One of my fields of research is to perform participatory action research together with teachers. In the reports found on this link, you can read about projects on feedback and communication in mathematics classrooms (in Swedish):

Below are links to other texts deriving from action resarch projects (in Swedish):
Bjud in eleverna att påverka sin matematikundervisning:

Tystnad - ett didaktiskt verktyg i matematikundervisningen

Att fokusera elevernas matematiska fokus

The reports of the project in Swedish can be downloaded here:

The mathematics classroom: communications and teaching processes

Processes in the mathematics classroom are investigated with an interest in various aspects and notions, such as: algebraic teaching tradition; multimodal aspects; teachers' choices; teacher-student dialogue; mathematical arguments; communicative functions


Assessment and feedback in mathematics

In this project the notion of assessment is very broad including assessment acts such as feedback, in day-to-day communication in mathematics classrooms. Classroom assessment is a key notion for students’ learning, and there is more research needed to be done. In the project we currently combine classroom assessment with an interest in matters concerning the teaching of mathematics in multilingual classrooms. These matters concern tensions between mathematics and language, formal and informal language, between students’ mother tongues and the language of instruction (Barwell, 2009). In the project we create theoretical and practical models for assessment practices in mathematics classrooms where all students, regardless of language background, are equally invited to learn and engage in mathematics. Joakim Samuelsson, professor at Linköpings University is also involved in the project.

Norén, Eva (Research in mathematics education)


Caligari, Laura (Resarch in mathematics education)

Last updated: January 23, 2020

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