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Boistrup, Lisa BjörklundORCID iD iconorcid.org/0000-0001-5671-6428
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Publications (10 of 18) Show all publications
Ödmo, M., Chronaki, A. & Boistrup, L. B. (2023). A teacher education course on climate change and critical mathematics education. In: Mathematics Education and the Socio-EcologicalICMI Symposium 20th March 2023: . Paper presented at The International Commission on Mathematical Instruction: Mathematics Education and the Socio-Ecological (pp. 74-76). ICMI
Open this publication in new window or tab >>A teacher education course on climate change and critical mathematics education
2023 (English)In: Mathematics Education and the Socio-EcologicalICMI Symposium 20th March 2023, ICMI , 2023, p. 74-76Conference paper, Published paper (Other academic)
Abstract [en]

In this study we discuss the possible controversies faced by both a teacher and student-teachers when Critical Mathematics Education (CME) and climate change are being brought into a specific teaching setting, part of a teacher education program at a large university in Sweden. Driven by core ideas of CME, mathematics has been conceived as a formatting power for articulating issues of climate change (Coles et al. 2013). Mathematics can, potentially, change how such socio-ecological problems are perceived and formatted as solvable, predictable and so forth. In the particular case of teaching statistics, the teacher has to make certain choices concerning what data to look at since the particular data might suggest certain description or, solutions at the expense of others. In parallel, the teacher wonders how all these might influence the student-teachers who come into the statistics course with diverse needs and expectations. It is with these thoughts in mind (i.e., dilemmas that can lead to irresolvable problems) that the course teacher (and the first writer of this paper) enters this study (i.e., course plan and its enactment). Latour (2005) discards an abstract definition of the social and in his well-known book “Reassembling the Social” focuses on its material understanding as relationships between actants. The notion of ‘actant’ is grounded in Active Network Theory and signifies both human and non-human participants in a complex network as being capable of producing a particular effect and, thus, having agency (Smelser & Baltes, 2001). The relationship that we as a collective iterate over time, in assemblages, is a way of thinking of how things are done and, thus, a way to map the ‘social’ as a highly controversial terrain. Taking this theory into account along with the teacher’s dilemmas (as described above), we here perform an inquiry that aims to map potential actants and their relationships, as they are core in a teacher’s experience to plan and enact a statistics course that engages the theme of climate change through CME. For this inquiry, both the teacher’s logbook (or course diary notes) and student-teachers’ interviews are analyzed. The analysis so far, locates instances where the teacher connects to different actants such as the climate change phenomenon, the curricula, the course plan, and student-teachers. In some instances, these actants suggest ways of doing, decisions to make or choices that contradict each other and hint toward controversial issues. These all become evident in signs of hesitation by the teacher at moments of planning or enactment. They, moreover, reserve to create different narratives about what mathematics should be utilized and demands reflexive choices by the teacher over which narrative to follow. Such hesitations might also be traced back to how the arguments for choosing one narrative over the other are being constructed. In short, the analysis shows that since diverse arguments can be narrated, one might be left with the feeling of missing something in just following one. It is a rather vulnerable situation the teacher is in; risking being hold accountable for not dealing with the mathematical content that has good arguments for it to be dealt with.

Place, publisher, year, edition, pages
ICMI, 2023
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-61769 (URN)
Conference
The International Commission on Mathematical Instruction: Mathematics Education and the Socio-Ecological
Available from: 2023-08-02 Created: 2023-08-02 Last updated: 2023-09-06Bibliographically approved
Ödmo, M., Boistrup, L. B. & Chronaki, A. (2023). A teacher education statistics course encounters climate change and critical mathematics education: Thinking about controversies. In: Renato Marcone; Patricia Linardi; Raquel Milani; João Pedro A. de Paulo; Amanda Moura Queiroz; Michela Tuchapesk da Silva (Ed.), Proceedings of the 12th international conference of mathematics education and society: Sixth sketch, proofreading version. Paper presented at 12th International Conference of Mathematics Education and Society, 28th July - 02nd August - 2023 São Paulo - Brazil (pp. 1307-1321).
Open this publication in new window or tab >>A teacher education statistics course encounters climate change and critical mathematics education: Thinking about controversies
2023 (English)In: Proceedings of the 12th international conference of mathematics education and society: Sixth sketch, proofreading version / [ed] Renato Marcone; Patricia Linardi; Raquel Milani; João Pedro A. de Paulo; Amanda Moura Queiroz; Michela Tuchapesk da Silva, 2023, p. 1307-1321Conference paper, Published paper (Refereed)
Abstract [en]

In this study we discuss the complexity faced by a teacher when Critical Mathematics Education (CME) and climate change are being brought into a specific teaching setting that is part of a teacher education program a large university in Sweden. The teacher in the course encountered climate change as a timely thematic context to discuss statistics in the social. Driven by core ideas of CME, mathematics has been conceived as a formatting power for articulating issues of climate change (Coles et al. 2013). Mathematics can, potentially, change how climate change is perceived and formatted as solvable, predictable, and so forth. In the case of teaching statistics, the teacher must make certain choices concerning what data to look at since the particular examples of data might suggest certain narratives at the expense of others, but soon, confronts the complexity of opening mathematics to the social. It is with these thoughts in mind that the course teacher set up the course. Latour (2005) discards an abstract definition of the social and in his well-known book “Reassembling the Social” focuses on its material understanding as relationships between actants. The notion of ‘actant’ is grounded in Active Network Theory and signifies both human and non-human participants in a complex network as being capable of producing a particular effect and, thus, having agency (Smelser & Baltes, 2001). The relationship that we as a collective iterate over time, is a way of thinking of how things are done and, thus, a way to map the ‘social’ as a highly controversial terrain. Taking this theory into account along with the teacher’s dilemmas, we here perform an inquiry that aims to map potential actants and their relationships, as they are core in a teacher’s experience to plan and enact a statistics course that engages the theme of climate change through CME. For this inquiry, the teacher’s log (or course diary notes) is analyzed. The analysis locates instances where the teacher connects to different actants such as the climate change phenomenon, the curricula, the course plan, and student-teachers. In some instances, these actants suggest ways of doing that contradict each other. These all become evident as signs of hesitation by the teacher at specific moments of planning or enactment. The actants, moreover, reserve to create different narratives about what mathematics should be utilized and demands reflexive choices by the teacher over which narrative to follow. Such hesitations might also be traced back to how the arguments for choosing one narrative over the other are being constructed. In short, the analysis shows that since diverse arguments can be narrated, one might be left with the feeling of missing something in just following one. It is a rather vulnerable situation the teacher is in; risking being hold accountable for not dealing with the mathematical content that has good arguments for it to be dealt with, but, yet, knowing that taking this risk allows mathematics to enter the social.

National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-61764 (URN)
Conference
12th International Conference of Mathematics Education and Society, 28th July - 02nd August - 2023 São Paulo - Brazil
Available from: 2023-08-02 Created: 2023-08-02 Last updated: 2024-01-12Bibliographically approved
Ryan, U. & Boistrup, L. B. (2022). Activism and mathematics activities for social justice in migrational contexts. In: Dal, Michael (Ed.), Education and involvement in precarious times: Abstract book. Paper presented at NERA - Nordic Educational Research Association, 1-3 June, Reykjavik, Iceland (pp. 105-107). Reykjavik, Iceland
Open this publication in new window or tab >>Activism and mathematics activities for social justice in migrational contexts
2022 (English)In: Education and involvement in precarious times: Abstract book / [ed] Dal, Michael, Reykjavik, Iceland, 2022, p. 105-107Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This recently started action research project is a collaboration between mathematicsactivists and researchers. The aim is to generate knowledge about how out-of schoolactivities can promote mathematics foregrounds that empower youth with migrationalbackgrounds with confidence in their mathematics skills, and thereby open gatewaysto social and economic mobility. As we see it, school of today has much to learn fromsuch non-formal contexts. The overarching question is; How may activism generatemathematics activities for social justice in migrational contexts?Youth being deprived of education may result in despair, ruined prospects andagony. Mathematics education plays a crucial role in this because mathematicsfunctions as a gatekeeper for advancement in the educational systems. This is whata group of volunteers in Malmö in the south of Sweden from a mathematicshomework support NGO, Mattecentrum, experienced and responded to when theydecided to move from being homework supporters to become activists who act forchange.

Place, publisher, year, edition, pages
Reykjavik, Iceland: , 2022
National Category
Pedagogical Work
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-53690 (URN)978-9935-468-22-2 (ISBN)
Conference
NERA - Nordic Educational Research Association, 1-3 June, Reykjavik, Iceland
Available from: 2022-06-30 Created: 2022-06-30 Last updated: 2022-07-06Bibliographically approved
Boistrup, L. B. (2022). Bedömning i matematik pågår!: Återkoppling för elevers engagemang och lärande (2ed.). Stockholm: Liber
Open this publication in new window or tab >>Bedömning i matematik pågår!: Återkoppling för elevers engagemang och lärande
2022 (Swedish)Book (Other academic)
Abstract [sv]

Den här boken har ett brett perspektiv på bedömning som något ständigt närvarande i all undervisning, och nära förknippat med alla olika variationer av återkoppling mellan lärare och elev. Min erfarenhet är att lärares återkoppling kan antingen dra in eleverna i matematikens värld, eller det motsatta. Då jag haft möjlighet att se på bedömning ur ett brett perspektiv har jag kunnat lyfta fram många olika situationer från klassrumsarbetet. I boken får läsaren ta del av några av dem.

Place, publisher, year, edition, pages
Stockholm: Liber, 2022. p. 254 Edition: 2
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-56693 (URN)9789147145386 (ISBN)
Available from: 2022-12-14 Created: 2022-12-14 Last updated: 2022-12-15Bibliographically approved
Åkerfeldt, A. & Boistrup, L. B. (2022). Design and research: Ethical considerations. In: Lisa Björklund Boistrup; Staffan Selander (Ed.), Designs in research, teaching and learning: A framework for future education (pp. 48-60). London: Routledge
Open this publication in new window or tab >>Design and research: Ethical considerations
2022 (English)In: Designs in research, teaching and learning: A framework for future education / [ed] Lisa Björklund Boistrup; Staffan Selander, London: Routledge, 2022, p. 48-60Chapter in book (Refereed)
Abstract [en]

In this chapter, we address ethical considerations for conducting research when adopting a Designs for Learning approach. We build the chapter around the Learning Design Sequence model to address and discuss ethical dilemmas and challenges such as the formal ethical research approval process and professionals’ and researchers’ roles. Further, we identify and discuss issues with regards to gaps between research and practice, such as when findings from educational research studies target the research community rather than the professional community. Some of our considerations are general, applicable to several kinds of research, and some specifically concern research using a collaborative approach, where researchers and professionals (in our case teachers) conduct research together. We describe the potentials when adopting a multimodal approach, where taking into consideration a broad range of communicational resources helps to do justice to the work of professionals in complex contexts. We discuss aspects related to the institutional framing of the teaching, the transformations that take place during teaching, and the roles that the researcher(s) and participants (e.g., teachers and students) may play during the research.

Place, publisher, year, edition, pages
London: Routledge, 2022
Keywords
ethics, design, multimodality, technology
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-56677 (URN)10.4324/9781003096498-4 (DOI)9780367561246 (ISBN)9781003096498 (ISBN)
Available from: 2022-12-14 Created: 2022-12-14 Last updated: 2023-09-06Bibliographically approved
Boistrup, L. B. & Hällback, M. (2022). Designing and researching vocational mathematics education. In: Lisa Björklund Boistrup; Staffan Selander (Ed.), Designs for research, teaching and learning: A framework for future education (pp. 61-81). Routledge
Open this publication in new window or tab >>Designing and researching vocational mathematics education
2022 (English)In: Designs for research, teaching and learning: A framework for future education / [ed] Lisa Björklund Boistrup; Staffan Selander, Routledge, 2022, p. 61-81Chapter in book (Refereed)
Abstract [en]

This chapter addresses ways of designing and researching collaborative teaching involving different knowledge areas, using the example of mathematics and vocational education.  The way to do this is through the adoption of an extended version of the Learning Design Sequence, with a focus on practical and theoretical aspects in both mathematics and vocational content. The basis for the chapter is a research project carried out by an academic researcher together with mathematics and vocational teachers, and excerpts from this project will illuminate the description of the presented framework.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Mathematics education, Vocational education, Design, Multimodality, Praxeology
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-56671 (URN)10.4324/9781003096498-5 (DOI)9780367561246 (ISBN)9781003096498 (ISBN)
Available from: 2022-12-14 Created: 2022-12-14 Last updated: 2023-09-06Bibliographically approved
Valero, P., Boistrup, L. B., Norén, E. & Christiansen, I. (Eds.). (2022). Matematikundervisningens sociopolitiska utmaningar. Stockholm University Press
Open this publication in new window or tab >>Matematikundervisningens sociopolitiska utmaningar
2022 (Swedish)Collection (editor) (Refereed)
Abstract [sv]

Matematikundervisning av idag har en påverkan även utanför klassrummets ramar, inte minst genom matematikens relevans inom kultur, ekonomi, politik och i relation till makt. Sociopolitiska perspektiv i matematikdidaktisk forskning ger insikter om hur utbildningen i matematik är social och politisk. Forskning utifrån dessa perspektiv föreslår både kritiska ifrågasättanden och ännu-inte-tänkta möjligheter för innehåll, undervisning, politik och vidare forskning. Denna bok introducerar, för en större svensk publik, de forskningsinriktningar och strategier som sociopolitiska perspektiv har att erbjuda. I boken illustreras detta på flera sätt. Kapitlen beskriver aktuell forskning om matematikutbildningens sociopolitiska utmaningar i flera olika sammanhang, t.ex. klassrum, fritidshem, läroplaner, matematiklärarutbildning och till och med matematikutbildningsforskning. På detta sätt vidgas perspektiven till grupper av människor, institutioner och krafter, vilka utgör ett nätverk för matematikutbildningspraxis. Kapitlen presenterar annorlunda filosofiska och empiriska studier, baserade på teoretiska verktyg från filosofi, samhällsvetenskap och kulturstudier, kritiska studier av utbildning samt sociokulturellt-politiska studier av matematikutbildning. Metodologiska och analytiska strategier som text- och diskursanalys och fallstudier av praktik används. På detta sätt illustreras möjligheter att forska i matematikutbildning utifrån sociopolitiska perspektiv. Kapitlen använder diverse skrivstilar vilka bjuder in läsaren i forskningsvärlden. Därmed får läsaren möta olika sätt att tänka på matematikutbildningens roll i skapandet av det moderna svenska samhället.

Place, publisher, year, edition, pages
Stockholm University Press, 2022
Series
Stockholm Studies in Mathematics and Science Education series ; 1
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-56679 (URN)10.16993/bcc (DOI)9789176351987 (ISBN)978-91-7635-199-4 (ISBN)
Available from: 2022-12-14 Created: 2022-12-14 Last updated: 2023-07-05Bibliographically approved
Andersson, C. H., Boistrup, L. B. & Roos, H. (2022). Mathematics curriculum discourses on democracy: Critical thinking in the age of digital traces. In: Proceeding of the twelfth Congress of the European Society for Research in Mathematics Education: . Paper presented at Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy.
Open this publication in new window or tab >>Mathematics curriculum discourses on democracy: Critical thinking in the age of digital traces
2022 (English)In: Proceeding of the twelfth Congress of the European Society for Research in Mathematics Education, 2022Conference paper, Published paper (Refereed)
Abstract [en]

The use of people’s online digital traces has given rise to concerns for democracy. The digital traces may affect the individual’s life in unexpected and negative ways. Such traces may also be of importance for understanding the spread of disinformation and the like. This paper reports on a Foucault inspired discourse analysis of the Swedish upper secondary mathematics curriculum. Two discourses are construed in the intersection of critical thinking, democracy, and this new technology. Skovsmose’s concept of mathemacy is used to identify what is critical knowledge and what is not. The first construed discourse is, “With knowledge in formal mathematics, critical thinking on democracy will follow.” The second is, “Rather a personal career than a critical citizenship.” Neither of the discourses promotes a need for mathematics education to change due to new technology with regards to critical thinking.

Keywords
Critical mathematics education, digital traces, democracy, discourse, curriculum
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-56686 (URN)9791221025378 (ISBN)
Conference
Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy
Available from: 2022-12-14 Created: 2022-12-14 Last updated: 2023-04-06Bibliographically approved
Boistrup, L. B., Christiansen, I., Norén, E. & Valero, P. (2022). Sociopolitiska perspektiv i och på matematikdidaktik. In: Valero, Paola ; Björklund Boistrup, Lisa ; Christiansen, Iben Maj ; Norén, Eva (Ed.), Matematikundervisningens sociopolitiska utmaningar: (pp. 1-14). Stockholm University Press
Open this publication in new window or tab >>Sociopolitiska perspektiv i och på matematikdidaktik
2022 (Swedish)In: Matematikundervisningens sociopolitiska utmaningar / [ed] Valero, Paola ; Björklund Boistrup, Lisa ; Christiansen, Iben Maj ; Norén, Eva, Stockholm University Press, 2022, p. 1-14Chapter in book (Refereed)
Abstract [en]

Detta inledande kapitel lyfter fram nya trender inom sociopolitisk forskning i matematikdidaktik. Den matematikundervisning som pågår i klassrum är alltid sammanflätad med olika samhälleliga fenomen, så som social kontext, normer och styrdokument, men också kollegor och media. Centrala problemställningar och forskningslitteratur i de sociopolitiska studierna i matematikdidaktik presenteras. Detta fungerar som en bakgrund för tematiseringen av boken och dess kapitel.

 

Place, publisher, year, edition, pages
Stockholm University Press, 2022
Series
Stockholm Studies in Mathematics and Science Education series ; 1
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-56684 (URN)10.16993/bcc.b (DOI)9789176351987 (ISBN)978-91-7635-199-4 (ISBN)
Available from: 2022-12-14 Created: 2022-12-14 Last updated: 2023-07-05Bibliographically approved
Boistrup, L. B. (2022). Sålla agnarna från vetet: Kritiska perspektiv på bedömning i matematik. In: Valero, Paola ; Björklund Boistrup, Lisa ; Christiansen, Iben Maj ; Norén, Eva (Ed.), Matematikundervisningens sociopolitiska utmaningar: (pp. 129-155). Stockholm University Press
Open this publication in new window or tab >>Sålla agnarna från vetet: Kritiska perspektiv på bedömning i matematik
2022 (Swedish)In: Matematikundervisningens sociopolitiska utmaningar / [ed] Valero, Paola ; Björklund Boistrup, Lisa ; Christiansen, Iben Maj ; Norén, Eva, Stockholm University Press, 2022, p. 129-155Chapter in book (Refereed)
Abstract [sv]

Detta kapitel belyser bedömning inom matematikundervisningen som en helhet. I kapitlet beskrivs hur bedömning på olika sätt gör att vissa elever får rika möjligheter att lära sig och engagera sig i matematik, medan andra inte får samma möjligheter. Genom bedömning på olika ’nivåer’ styr skolsystemet så att elever sållas ut och sociala strukturer upprätthålls. Detta står i kontrast till vad som sägs i officiella dokument. I kapitlet dras nytta av resultat från tidigare klassrumsstudier och forskningsprojekt genomförda av lärare och forskare i samverkan. Den helhetsbild av matematik som presenteras —ett bedömningsdispositiv—, består av olika bedömningsdiskurser som elever får erfara, eller inte. Den innehåller också den påverkan som olika resurser —t.ex. lärobok, diagnostiska prov etc— har på klassrummens bedömningspraktik, samt även regleringar och beslut, vilka även dessa påverkar bedömningspraktiker på klassrumsnivå. Syftet med att presentera en sådan helhetsbild är tvåfaldigt: (a) att bidra till förståelsen av hur bedömning i matematik som en helhet kan se ut i en bild som fångar olika nivåer och aspekter; och (b) att ge en utgångspunkt för vidare forskning och diskussioner mellan lärare, studenter och beslutsfattare.

Place, publisher, year, edition, pages
Stockholm University Press, 2022
Series
Stockholm Studies in Mathematics and Science Education series ; 1
Keywords
matematik, bedömning, diskurser, återkoppling
National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-56681 (URN)10.16993/bcc.g (DOI)9789176351987 (ISBN)978-91-7635-199-4 (ISBN)
Available from: 2022-12-14 Created: 2022-12-14 Last updated: 2022-12-23Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0001-5671-6428

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