Profiles

Lovisa Sumpter

Lovisa Sumpter

Docent

Visa sidan på svenska
Works at Department of Mathematics and Science Education
Telephone 08-120 765 85
Email lovisa.sumpter@mnd.su.se
Visiting address Svante Arrheniusväg 20 A, E-huset, Arrheniuslab
Room P 432
Postal address Institutionen för matematikämnets och naturvetenskapsämnenas didaktik 106 91 Stockholm

About me

I'm a reader and lecturer in mathematics education, but from the beginning I'm a upper secondary school teacher in mathematics and social sciences.

Research

My research interests span mainly over three areas: mathematical reasoning, affect, and gender. A common theme in my research is looking at factors for members participation in mathematics. I'm a board member for The International Group for the Psychology of Mathematics Education (PME) representing Europe, functioning as the head of the policy group. I'm also at the editorial board in mathematics education for the International Journal of Science and Mathematics Education.

Publications

A selection from Stockholm University publication database
  • 2016. Jonas Jäder, Johan Sidenvall, Lovisa Sumpter. International Journal of Science and Mathematics Education

    Beliefs and problem solving are connected and have been studied in different contexts. One of the common results of previous research is that students tend to prefer algorithmic approaches to mathematical tasks. This study explores Swedish upper secondary school students’ beliefs and reasoning when solving non-routine tasks. The results regarding the beliefs indicated by the students were found deductively and include expectations, motivational beliefs and security. When it comes to reasoning, a variety of approaches were found. Even though the tasks were designed to demand more than imitation of algorithms, students used this method and failed to solve the task.

  • 2018. Lovisa Sumpter. Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, 135-143

    This paper studies secondary school student’s mathematical reasoning when solving tasks about fractions. The aim is to explore what the mathematical foundation is replaced with in their reasoning when reasoning is classified as imitative. Two different foundations were found: incorrect mathematical properties not relevant to the task and beliefs about mathematics and mathematics education. The results suggest that a focus on reasoning provides additional information about students’ knowledge about fractions beyond standard error analysis.

  • 2016. Milena Tsvetkova (et al.). EPJ Data Science 5

    Segregation is widespread in all realms of human society. Several influential studies have argued that intolerance is not a prerequisite for a segregated society, and that segregation can arise even when people generally prefer diversity. We investigated this paradox experimentally, by letting groups of high-school students play four different real-time interactive games. Incentives for neighbor similarity produced segregation, but incentives for neighbor dissimilarity and neighborhood diversity prevented it. The participants continued to move while their game scores were below optimal, but their individual moves did not consistently take them to the best alternative position. These small differences between human and simulated agents produced different segregation patterns than previously predicted, thus challenging conclusions about segregation arising from these models.

Show all publications by Lovisa Sumpter at Stockholm University

Last updated: September 10, 2018

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