Jesper Boesen

Samverkanschef
The Unit for Collaboration , School of Education and Communication
Ph.D. in Science

Research

Jesper is particularly interested in how the national tests in mathematics affect and influence teachers.

Biography

Jesper is assiciate professor in Mathematics didactic at the School of Education and Communication. He holds a Master of Education for Upper Secondary School on Mathematic and Social Science. He has previously worked at Umeå University and PRIM-gruppen at the Teacher Education Office at Stockholm University. He has worked as an deputy director at NCM, National Centre for mathematics education, Gothenburg university. He also worked as director for the centre of Educational Sciences and Teacher Research at Gothenburg university.

Currently he holds a position as Associate dean and director for the research environment Practicebaced Educational Research at the School of Education and Communication, Jönköping University.

Article

Boesen, J., Lithner, J., Palm, T. (2018). Assessing mathematical competencies: an analysis of Swedish national mathematics tests Scandinavian Journal of Educational Research, 62(1), 109-124.
Boesen, J., Helenius, O., Johansson, B. (2015). National-scale professional development in Sweden: theory, policy, practice ZDM - the International Journal on Mathematics Education, 47(1), 129-141.
Boesen, J., Helenius, O., Bergqvist, E., Bergqvist, T., Lithner, J., Palm, T., Palmberg, B. (2014). Developing mathematical competence: from the intended to the enacted curriculum Journal of Mathematical Behavior, 33, 72-87.
Palm, T., Boesen, J., Lithner, J. (2011). Mathematical reasoning requirements in Swedish upper secondary level assessments Mathematical Thinking and Learning, 13(3), 221-246.
Boesen, J., Lithner, J., Palm, T. (2010). The relation between types of assessment tasks and the mathematical reasoning students use Educational Studies in Mathematics, 75(1), 89-105.
Boesen, J., Helenius, O. (2009). Améliorer l’enseignement des mathématiques: Le cas de la Suède Revue internationale d'éducation Sèvres, 51, 91-101.

Book

Boesen, J., Hellström, T., Lindström, J. (1998). Provbanksförsök fysik A och B samt matematik D våren 1998. Umeå: Enheten för pedagogiska mätningar, Umeå univ.

Book chapter

Boesen, J. (2011). Mathematical creativity - is it assessed in teacher made tests?. In: J. Emanuelsson, L. Fainsilber, J. Häggström, A. Kullberg, B. Lindström & M. Löwing (Ed.), Voices on learning and instruction in mathematics (pp. 239 -256). Göteborg: Nationellt centrum för matematikutbildning (NCM)
Boesen, J. (2009). Vilken typ av kunskap (ut)värderas i skolmatematiken?. In: G. Brandell (Ed.), Matematikdidaktiska frågor: resultat från en forskarskola Göteborg: Nationellt centrum för matematikutbildning (NCM)

Collections

(2006). Lära och undervisa matematik: internationella perspektiv. Göteborg: Nationellt centrum för matematikutbildning (NCM)

Conference paper

Mellroth, E., Boesen, J. (2019). Noticing mathematical potential – A proposal for guiding teachers. 11th Congress of the European Society for Research in Mathematics Education, 5-10 February 2019, Utrecht, The Netherlands.
Liljekvist, Y., Mellroth, E., Olsson, J., Boesen, J. (2017). Conceptualizing a local instruction theory in design research. Göteborg: Svensk förening för MatematikDidaktisk Forskning - SMDF, The tenth research seminar of the Swedish Society for Research in Mathematics Education. Karlstad, January 26–27, 2016.
Lithner, J., Bergqvist, E., Bergqvist, T., Boesen, J., Palm, T., Palmberg, B. (2010). Mathematical competencies: A research framework. Linköping, Sweden: Svensk förening för matematikdidaktisk forskning, SMDF, The seventh mathematics education research seminar, Stockholm, January 26-27, 2010.
Boesen, J., Palm, T. (2005). Vilka typer av resonemang (ut)värderas i skolmatematiken?: En analys av svenska gymnasieprov. Nordisk konferense i matematikkdidaktikk 2004, Vurdering i matematikk-Hvorfor og hvordan? Fra småskole til voksenopplaering, Trondheim.
Boesen, J. (2005). Implementing a creative competence. Umeå: Department of Educational Measurement, Umeå University, Third International SweMaS Conference Umeå, October 14-15, 2003.
Boesen, J. (2003). Teacher beliefs on effects of national tests in mathematics for the Swedish upper secondary school. Nordic Pre-Conference to ICME10, Växjö, May 9-11, 2003.

Report

Bergqvist, T., Boesen, J., Nyroos, M. (2010). Vad vet vi om hur matematiklärare arbetar för att utveckla elevers matematikkunskaper?. Göteborg: NCM, Göteborgs universitet
Bergqvist, E., Bergqvist, T., Boesen, J., Helenius, O., Lithner, J., Palm, T., Palmberg, B. (2010). Matematikutbildningens mål och undervisningens ändamålsenlighet: Gymnasiet hösten 2009. Göteborg: NCM
Bergqvist, E., Bergqvist, T., Boesen, J., Helenius, O., Lithner, J., Palm, T., Palmberg, B. (2009). Matematikutbildningens mål och undervisningens ändamålsenlighet: Grundskolan våren 2009. Göteborg: NCM
Boesen, J. (2006). The national course tests’ impact on teachers’ written classroom assessment. Umeå: Department of Mathematics, Umeå University
Boesen, J. (2006). Why emphasise imitative reasoning?: Teacher made tests. Umeå: Department of mathematics, Umeå University
Boesen, J., Lithner, J., Palm, T. (2005). The relation between test task requirements and the reasoning used by students: an analysis of an authentic national test situation. Umeå: Department of Mathematics, Umeå University
Palm, T., Boesen, J., Lithner, J. (2005). The requirements of mathematical reasoning in upper secondary level assessments. Umeå: Department of Mathematics, Umeå University