Olov Viirman
Senior Lecturer/Associate Professor at Department of Education
- E-mail:
- olov.viirman@edu.uu.se
- Visiting address:
- Von Kraemers allé 1 A
752 37 Uppsala - Postal address:
- Box 2136
750 02 Uppsala
Download contact information for Olov Viirman at Department of Education
Short presentation
I am associate professor in the didactics of mathematics. My research mainly concerns the teaching and learning of mathematics at university level, including the preparation of secondary mathematics teachers. I mainly teach mathematics education courses for prospective secondarý mathematics teachers.
Research
My principal research interest is the teaching and learning of mathematics at the university level. In my research I have mainly drawn on the commognitive framework, a discourse-analytic framework for studying the teaching and learning of mathematics, but I have also taken an institutional perspective. My research has, for instance, focused on university mathematics lecturers teaching of the function concept; the mathematical learning of biology students working on mathematical modelling problems set in a biological context; how mathematics lectures serve to model mathematical discourse for students; and how the limit concept is structured at different educational levels in Sweden, England and France.
Currently I'm leading a research project funded by the Swedish Research Council: Enabling prospective upper secondary mathematics teachers' teaching in calculus through an interdisciplinary Mathematics and Didactics university course (Registration number 2024-04698).
Publications
Selection of publications
Part of INDRUM 2024 Proceedings, p. 871-880, 2024
Part of International Journal of Research in Undergraduate Mathematics Education, p. 375-397, 2023
The Limit Notion at Three Educational Levels in Three Countries
Part of International Journal of Research in Undergraduate Mathematics Education, p. 222-244, 2022
- DOI for The Limit Notion at Three Educational Levels in Three Countries
- Download full text (pdf) of The Limit Notion at Three Educational Levels in Three Countries
University Mathematics Lecturing as Modelling Mathematical Discourse
Part of International Journal of Research in Undergraduate Mathematics Education, p. 466-489, 2021
- DOI for University Mathematics Lecturing as Modelling Mathematical Discourse
- Download full text (pdf) of University Mathematics Lecturing as Modelling Mathematical Discourse
Part of Journal of Mathematical Behavior, 2021
Part of International Journal of Mathematical Education in Science and Technology, p. 165-177, 2021
Part of Educational Studies in Mathematics, p. 233-252, 2019
- DOI for Negotiating different disciplinary discourses: Biology students’ ritualized and exploratory participation in mathematical modelling activities
- Download full text (pdf) of Negotiating different disciplinary discourses: Biology students’ ritualized and exploratory participation in mathematical modelling activities
Recent publications
Part of LUMAT, 2025
- DOI for Beyond the dichotomy: Deeds and explorations as a mutually enhancing dyad in undergraduate mathematics education
- Download full text (pdf) of Beyond the dichotomy: Deeds and explorations as a mutually enhancing dyad in undergraduate mathematics education
TWG5: Teachers' and students' practices and experiences
Part of INDRUM 2024 Proceedings, p. 715-719, 2024
Collaboration between mathematicians and mathematics educators in secondary teacher education
Part of Mediating mathematics, p. 133-137, 2024
Part of INDRUM 2024 Proceedings, p. 871-880, 2024
Part of International Journal of Research in Undergraduate Mathematics Education, p. 375-397, 2023
All publications
Articles in journal
Part of LUMAT, 2025
- DOI for Beyond the dichotomy: Deeds and explorations as a mutually enhancing dyad in undergraduate mathematics education
- Download full text (pdf) of Beyond the dichotomy: Deeds and explorations as a mutually enhancing dyad in undergraduate mathematics education
Part of International Journal of Research in Undergraduate Mathematics Education, p. 375-397, 2023
The Limit Notion at Three Educational Levels in Three Countries
Part of International Journal of Research in Undergraduate Mathematics Education, p. 222-244, 2022
- DOI for The Limit Notion at Three Educational Levels in Three Countries
- Download full text (pdf) of The Limit Notion at Three Educational Levels in Three Countries
Part of Hiroshima Journal of Mathematics Education, p. 129-139, 2022
University Mathematics Lecturing as Modelling Mathematical Discourse
Part of International Journal of Research in Undergraduate Mathematics Education, p. 466-489, 2021
- DOI for University Mathematics Lecturing as Modelling Mathematical Discourse
- Download full text (pdf) of University Mathematics Lecturing as Modelling Mathematical Discourse
Part of Journal of Mathematical Behavior, 2021
Part of International Journal of Mathematical Education in Science and Technology, p. 165-177, 2021
Part of Educational Studies in Mathematics, p. 233-252, 2019
- DOI for Negotiating different disciplinary discourses: Biology students’ ritualized and exploratory participation in mathematical modelling activities
- Download full text (pdf) of Negotiating different disciplinary discourses: Biology students’ ritualized and exploratory participation in mathematical modelling activities
Part of International Journal of Mathematical Education in Science and Technology, p. 1165-1181, 2015
The functions of function discourse: university mathematics teaching from a commognitive standpoint
Part of International Journal of Mathematical Education in Science and Technology, p. 512-527, 2014
Part of Research in Mathematics Education, p. 182-198, 2014
Different views: some Swedish mathematics students' concept images of the function concept
Part of Nordisk matematikkdidaktikk, NOMAD, p. 5-24, 2010
Chapters in book
Joy of mathematical modelling: A forgotten perspective?
Part of Mathematical modelling education and sense-making, p. 95-106, Springer International Publishing, 2020
Comprehensive doctoral thesis
Conference papers
TWG5: Teachers' and students' practices and experiences
Part of INDRUM 2024 Proceedings, p. 715-719, 2024
Collaboration between mathematicians and mathematics educators in secondary teacher education
Part of Mediating mathematics, p. 133-137, 2024
Part of INDRUM 2024 Proceedings, p. 871-880, 2024
Part of Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics, 2022
Klein's double discontinuity around the world: the case of calculus
Part of Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education, 2022
The many functions of the university mathematics lecture
2022
Part of Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022
Exemplifying different methodological approaches of analysing textbooks in mathematics
Part of Proceedings of MADIF 13, p. 125-129, 2022
How epistemological characteristics influence the design of a course in projective geometry
Part of Sustainable mathematics education in a digitalized world, p. 267, 2020
A case study on mathematical routines in undergraduate biology students’ group-work
Part of Eleventh Congress of the European Society for Research in Mathematics Education, 2019
Part of Eleventh Congress of the European Society for Research in Mathematics Education, 2019
Research Forum: Rituals and explorations in mathematical teaching and learning
Part of Proceedings: 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education (Vol. 1), p. 137-164, 2019
Part of Calculus in upper secondary and beginning university mathematics – Conference proceedings. Kristiansand, Norway: MatRIC, p. 167-170, 2019
Part of Proceedings of INDRUM 2018 Second conference of the International Network for Didactic Research in University Mathematics, p. 442-451, 2018
Programming in mathematics teacher education: A collaborative teaching approach
p. 464-465, 2018
Ritualised and exploratory graphing routines in mathematical modelling: The Digoxin task
Part of Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1), p. 363-370, 2018
Part of Proceedings of CERME10, p. 2274-2281, 2017
An exploration of students’ discourse using Sim2Bil within group work: A commognitive perspective
p. 1243-1248, 2017
Using mathematical modelling activities to motivate biology students to learn mathematics
Part of Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, p. 262, 2016
p. 253-254, 2016
Part of Proceedings of the ninth congress of the European mathematical society for research in mathematics education, p. 2263-2269, 2015
Part of Didactics of Mathematics in Higher Education asa Scientific Discipline , p. 502-507, 2015
Teaching Inverse Functions at Tertiary level
Part of CERME 8, p. 2524-2533, 2013
Part of Proceedings of the eighth congress of the European mathematical society for research in mathematics education, p. 2466-2475, 2013
Part of Proceedings of the 12th international congress on mathematical education, p. 1559-1568, 2012
Discourses of functions: University mathematics teaching through a commognitive lens
Part of Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education, p. 2103-2112, 2011
Discursive practices of two university teachers on the concept of 'linear transformation'
Part of Developing Mathematical Thinking, p. 313-320, 2011
Different views: Teacher and engineering students on the concept of function
Part of Perspectives on Mathematical Knowledge, p. 97-106, 2008
The many faces of function - students' understanding of the function concept
Part of Conceptions and Beliefs in Mathematics and Science Education including MAVI XIII, p. 87-97, 2007
Other
Part of Research in Mathematics Education, p. 247-251, 2015