Profiles

Lisa Björklund Boistrup

Lisa Björklund Boistrup

Docent

Visa sidan på svenska
Works at Department of Mathematics and Science Education
Email lisa.bjorklund@mnd.su.se
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 be invited into the world of mathematics through mathematics teaching and learning in school. I am involved in various research projects that all have connections with each other. One project focus 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 feedbacks and assessments that take place on a daily basis in the mathematics classroom offers students affordances to get involved and to learn mathematics. I am interestied in invetigating 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 

Bagger, A., Boistrup, L.B., & Norén, E. (Accepted). The governing of three researchers’ technologies of the self. The Mathematics Enthusiast: Special issue on The Disorder of Mathematics Education.

Boistrup, L.B., & Samuelsson, J. (Accepted) 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. Cham: Springer.

Boistrup, L. B., Bellander, E., & Blaesild, M. (Forthcoming). Voices about mathematics in vocational education: Two subject areas' relationships to each other. In A. Rogers, B. Street, K. Yasukawa, & K. Jackson (Eds.), Numeracy as social practice: Global and local perspectives. London: Routledge. 
 
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 http://link.springer.com/article/10.1007/s10649-017-9752-9 

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.
 
Eriksson, E., Boistrup, L.B. & Thornberg, R. (2016). A Categorisation of Teacher Feedback in the Classroom: A Field Study on Feedback Based on Routine Classroom Assessment in Primary School. Research Papers in Education. Retrieved in August 2016, from http://www.tandfonline.com/doi/abs/10.1080/02671522.2016.1225787?journalCode=rred20
 
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.
 
Samuelsson, J., Björklund Boistrup, L., & Sundström, P. (2015). Students' beliefs about mathematics in schools located in different socioeconomic areas. European Journal of Educational Studies, 7(3), 137-149. 
 
Björklund Boistrup, L. (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.
 
Björklund Boistrup, L. & 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.    
 
Björklund Boistrup, L. (2013). Bedömning i matematik pågår! Återkoppling för elevers engagemang och lärande. Stockholm: Liber. 
 
Björklund Boistrup, L. (2010). Assessment discourses in mathematics classrooms: A multimodal social semiotic study. (Doctoral thesis). Stockholm: Stockholm University.
 
Björklund Boistrup, L. Norén, E. (2013) Power relations in mathematics education: Researching assessment discourses in day-to-day communication in mathematics classrooms. In M. Berger, K. Brodie, V. Frith and K de Roux (Eds.). Proceedings Mathematicss Education and Society 7th Internationla Conferendce, Cape Town, South Africa, 2-7 April 2013. 
 
Björklund Boistrup, L., & 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.

Research

Mathematics in vocation and school contexs

The publications of the project are the following:

Bellander, E., Blaesild, M. & Boistrup, L.B.
(Under revision). Röster om matematik i yrkesprogram. A revised version will soon be submitted to Forskning
om Undervisning och Lärande

Boistrup, L. B.,
Bellander, E., & Blaesild, M. (Forthcoming). Voices about mathematics in
vocational education: Two subject areas' relationships to each other. In A.
Rogers, B. Street, K. Yasukawa, & K. Jackson (Eds.), Numeracy as social
practice: Global and local perspectives. London: Routledge.

Adults' mathematics: In work and for school (AsM)

School knowledge versus everyday knowledge is a fundamental issue in mathematics education. The objective of this research project is to describe, analyze and understand adults´ mathematics-containing work competences - including social, ethnic and gender related aspects - in relation to the demands made on students´ mathematical qualifications in formal vocational education. The working model for researching the dynamics of adults´ mathematics in work and for school combines a general approach - starting with demands from the labour market and school mathematics - and a subjective approach starting with the individual´s needs and competences in work. The problem complex will be studied through empirical investigations - quantitative (survey) and qualitative (observations, interviews and document analysis) - in interplay with theoretical constructions. Mathematics is integrated within workplace activities and often hidden in technology: mathematical elements are subsumed into routines, structured by mediating artefacts (e.g., texts, tools), and are highly context-dependent. As a discourse of education, lifelong learning assumes that learning takes place in all spheres of life. This project seeks to reverse the one-way assumption from school knowledge to workplace knowledge and to learn from workplace activity what might be appropriate for vocational education and training with implications for general schooling in Sweden.The project is a collaboration between Stockholm University, Malmö University, Copenhagen University, and University of Melbourn.

The publications of the project are the following:
Boistrup, L. B. (2016). Mathematics in the workplace from different perspectives: The case of Anita, a nursing aide. Paper presented at 13th International Congress on Mathematical Education. July 24-31, 2016, Hamburg. (8 pages).

Boistrup, L. B., & FitzSimons, G. (2015). Matematik från ett yrkesperspektiv. In Skolverket (Eds.) Lärportalen för matematik. Moduler gymnasieskola. Undervisa matematik på yrkesprogram. Del 3: Yrkesmatematik. [Workplace mathematics] Downloaded 2015-01-13 from https://matematiklyftet.skolverket.se/matematik/faces/training/gy/newlink7822/newlink706?_adf.ctrl-state=pe4xra6g9_4&_afrLoop=2231094619712290 

Boistrup, L. B., & Gustafsson, L. (2014a). 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., & Gustafsson, L. (2014b). Analysing and construing mathematics containing designing activities in adults' workplace competences. Quaderni di Ricerca in didattica, 24(1), 86-89. 

Boistrup, L. B., & FitzSimons, G. (work in progress). Workplaces, vocational studies, and mathematics: Comparisons of recontextualisations. 

Boistrup, B., L., & Henningsen, I. (2016). What can a re-analysis of PIAAC data tell us about adults and mathematics in working life? Paper presented at The tenth research seminar of the Swedish Society for Research in Mathematics Education in Karlstad January 26-27, 2016 (MADIF10).

Dahl, J., & Johansson, M.C. (2013). The citizen in light of the mathematics Curriculum. Educare Vetenskapliga Skrifter, (2), 27-43 

Evans, J., Wedege, T., & Yasukawa, (2013). Critical perspectives on adults' mathematics education. In M.A. Clements, A. Bishop, C. Keitel-Kreidt, J. Kilpatrick, & F.K-S. Leung (Eds.). Third International Handbook of Mathematics Education (pp 203-242). Dordrecht: Springer. 

FitzSimons, G. E. (2012). Learning mathematics in and out of school: A workplace education perspective. Quaderni di Ricerca in Didattica (Mathematics) (QRDM), 22, Supplemento n.1, 37-50. Available at: http://math.unipa.it/~grim/quaderno22_suppl_1.htm (1), 37-50. 

FitzSimons, G. E. (2013). Doing mathematics in the workplace: A brief review of selected literature. Adults Learning Mathematics-An International Journal, 8(1), 7-19. 

FitzSimons, G. E. (2014a). Commentary on vocational mathematics education: Where mathematics meets the realities of peoples' work. Educational Studies in Mathematics, 86, 291-305. 

FitzSimons, G. E. (2014b). Mathematics in and for work in a globalised environment. Quaderni di Ricerca in Didattica (Mathematics) (QRDM), 23(1). Available at: http://math.unipa.it/~grim/ 

FitsSimons, G. E. (2014c). Mathematics as vocational knowing: The importance of recontextualisation.Quaderni di Ricerca in didattica,24(1), p.102-109,ISSN 1592-4424, 102-109. Available at http://math.unipa.it/~grim/CIEAEM 66_Pproceedings_QRDM_Issue 24, Suppl.1.pdf 

FitzSimons, G. E. (2015a). Book review: Mathematics & mathematics education: Searching for common ground. Fried, M. N., & Dreyfus, T. (Eds.) (2014) Mathematics & mathematics education: searching for common ground. Educational Studies in Mathematics, 90(1), 95-103. doi:10.1007/s10649-015-9614-2 

FitzSimons, G. E. (2015b). Learning mathematics in and out of school: A workplace education perspective. In U. Gellert, J. Giménez Rodríguez, C. Hahn, & S. Kafoussi (Eds.), Educational paths to mathematics. A C.I.E.A.E.M. sourcebook (pp. 99-115). Cham: Springer. doi:10.1007/978-3-319-15410-7_5 

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 http://link.springer.com/article/10.1007/s10649-017-9752-9 

FitzSimons, G., & Mitsui, T. (2013). Education/Training with industry participation. In A. Damlamian, J. F. Rodrigues, & R. Sträßer (Eds.), Educational interfaces between mathematics and industry: Report on an ICMI-ICIAM-Study (pp. 95-107). New York: Springer. 

Gustafsson, L., & Boistrup, L. B. (work in progress). Estimation in worklife: What is it about? 

Johansson, M. C. (2014a). Transitions making up for (epistemic) gaps: A qualitative study of workers as learners in transition between school mathematics and mathematical activities in the workplace (Licenciatuppsats). Malmö: Malmö högskola. 

Johansson, M. C. (2014b). Counting or caring: Examining a nursing aide's third eye using Bourdieu's concept of habitus. Adults Learning Mathematics. Special Issue. 9(1), 69-84 

Johansson, M.C. (2014c). The value of mathematics in different realities. Quaderni di Ricerca in didattica,24(1), 301-311,ISSN 1592-4424, 102-109. Available at http://math.unipa.it/~grim/CIEAEM 66_Pproceedings_QRDM_Issue 24, Suppl.1.pdf 

Johansson, M. C. & Björklund Boistrup, L. (2013). It is a matter of blueness or redness: Adults' mathematics containing competences in work. In B. Ubuz, ç. Haser, M. A. Mariotti (Eds.) Proceedings of the Eighth Congress of European Society for Research in Mathematics Education (pp. 1744-1753). Ankara: Middle East Technical University. 

Wedege, Tine (2013a). Workers' mathematical competences as a study object: Implications of general and subjective approaches. Adults' mathematics: Working papers,2. 

Wedege, Tine (2013b). What does "technology" mean in educational research on workplace mathematics? Adults' mathematics: Working papers,3

Wedege, Tine (2013c). Integrating the notion of foreground in critical mathematics education with the theory of habitus. Adults' mathematics: Working papers,4 (To be published in Ernest, P., & Sriramann, B. (Eds.). Critical mathematics education: Theory and praxis. Charlotte, NC: Information Age Publishing (IAP).) 

Wedege, T. & Björklund Boistrup, L. (2012). Från arbetet till skolan - Ett forskningsprojekt om vuxnas matematik. [From work to school: A research project on adults' mathematics] Nämnaren 2012:1, s. 50-54. 

Wedege, Tine & Björklund Boistrup, Lisa (2013). Från arbetet till skolan: Ett forskningsprojekt om vuxnas matematik. [From work to school: A research project on adults' mathematics] Adults' mathematics: Working papers,1.


Principal Investigator

 

Action research in mathematics education

One of my fields of research is to perform participatory action research together with teachers. In the uploaded reports 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: 
http://nbas.ncm.gu.se/node/19344

Tystnad - ett didaktiskt verktyg i matematikundervisningen
http://nbas.ncm.gu.se/node/19250

Att fokusera elevernas matematiska fokus
https://liu.se/uv/lararrummet/venue/att-fokusera-elevernas-matematiska-fokus?l=sv

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

http://su.avedas.com/converis/project/506

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 traditionmultimodal aspectsteachers' choicesteacher-student dialoguemathematical argumentscommunicative 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 (e.g. Cicek, 2010), and there is more research needed to be done (Hattie, 2009). 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 engage teachers in action research in order to collaboratively 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, reader at Linköpings University is also involved in the project.

Last updated: April 6, 2018

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