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
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Part of INDRUM 2024 Proceedings, p. 871-880, 2024
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Part of International Journal of Research in Undergraduate Mathematics Education, p. 375-397, 2023
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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
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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
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Part of Journal of Mathematical Behavior, 2021
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Part of International Journal of Mathematical Education in Science and Technology, p. 165-177, 2021
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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
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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
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TWG5: Teachers' and students' practices and experiences
Part of INDRUM 2024 Proceedings, p. 715-719, 2024
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Collaboration between mathematicians and mathematics educators in secondary teacher education
Part of Mediating mathematics, p. 133-137, 2024
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Part of INDRUM 2024 Proceedings, p. 871-880, 2024
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Part of International Journal of Research in Undergraduate Mathematics Education, p. 375-397, 2023
All publications
Articles in journal
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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
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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
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Part of Hiroshima Journal of Mathematics Education, p. 129-139, 2022
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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
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Part of International Journal of Mathematical Education in Science and Technology, p. 165-177, 2021
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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
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Part of International Journal of Mathematical Education in Science and Technology, p. 1165-1181, 2015
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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
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Part of Research in Mathematics Education, p. 182-198, 2014
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Different views: some Swedish mathematics students' concept images of the function concept
Part of Nordisk matematikkdidaktikk, NOMAD, p. 5-24, 2010
Chapters in book
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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
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TWG5: Teachers' and students' practices and experiences
Part of INDRUM 2024 Proceedings, p. 715-719, 2024
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Collaboration between mathematicians and mathematics educators in secondary teacher education
Part of Mediating mathematics, p. 133-137, 2024
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Part of INDRUM 2024 Proceedings, p. 871-880, 2024
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Part of Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics, 2022
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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
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The many functions of the university mathematics lecture
2022
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Part of Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), 2022
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Exemplifying different methodological approaches of analysing textbooks in mathematics
Part of Proceedings of MADIF 13, p. 125-129, 2022
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How epistemological characteristics influence the design of a course in projective geometry
Part of Sustainable mathematics education in a digitalized world, p. 267, 2020
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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
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Part of Eleventh Congress of the European Society for Research in Mathematics Education, 2019
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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
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Part of Calculus in upper secondary and beginning university mathematics – Conference proceedings. Kristiansand, Norway: MatRIC, p. 167-170, 2019
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Part of Proceedings of INDRUM 2018 Second conference of the International Network for Didactic Research in University Mathematics, p. 442-451, 2018
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Programming in mathematics teacher education: A collaborative teaching approach
p. 464-465, 2018
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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
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Part of Proceedings of CERME10, p. 2274-2281, 2017
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An exploration of students’ discourse using Sim2Bil within group work: A commognitive perspective
p. 1243-1248, 2017
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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
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p. 253-254, 2016
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Part of Proceedings of the ninth congress of the European mathematical society for research in mathematics education, p. 2263-2269, 2015
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Part of Didactics of Mathematics in Higher Education asa Scientific Discipline , p. 502-507, 2015
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Teaching Inverse Functions at Tertiary level
Part of CERME 8, p. 2524-2533, 2013
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Part of Proceedings of the eighth congress of the European mathematical society for research in mathematics education, p. 2466-2475, 2013
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Part of Proceedings of the 12th international congress on mathematical education, p. 1559-1568, 2012
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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
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Discursive practices of two university teachers on the concept of 'linear transformation'
Part of Developing Mathematical Thinking, p. 313-320, 2011
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Different views: Teacher and engineering students on the concept of function
Part of Perspectives on Mathematical Knowledge, p. 97-106, 2008
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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
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Part of Research in Mathematics Education, p. 247-251, 2015