I am a senior lecturer at Mid Sweden University.
One of my research interests is how students’ mathematical reasoning influences their learning in primarily mathematics, but also in physics. This has been expanded to include studies of how various contexts in mathematics tasks influence students’ mathematical reasoning. Another interest is how students’ understanding of mathematical symbols might affect their mathematical reasoning, which include interest in how mathematical symbols can be understood, with a specific focus on algebraic symbols, and the role of mathematical discourses. Transition between different educational levels is known to include changes in mathematical discourses, thus my research also includes transition studies and interest in what happens to students’ mathematical reasoning in the transition. Primary focus has so far been on upper secondary students’ mathematics education, and the transition to higher education. Recently, my research has also focused on mathematics education for younger students.
Doctor of Philosophy in Mathematics, specialising in Educational Sciences, University of Gothenburg.
Doctor of Licentiate in Mathematics, specialising in Educational Sciences, University of Gothenburg.
Master in Education, Växjö University (now Linnaeus University).
Master of Science in Mathematics with Orientation towards Industrial Mathematics, University of Gothenburg.
2018-08 – present
Senior lecturer, Department of Mathematics and Science Education, Mid Sweden University.
2016-08 – 2018-07
Postdoc, Department of Mathematics and Science Education, Mid Sweden University.
2016-01 – 2018-07
Senior Lecturer, Department of Teacher Education, University of Borås.
2015-08 – 2016-02
Guestlecturer, Department of Mathematical Sciences, Chalmers University of Technology and University of Gothenburg.
2013-01 – 2013-05
Visiting student researcher, Graduate School of Education, University of California Berkeley.
2009-09 – 2015-04
Doctoral student, Department of Mathematical Sciences, Chalmers University of Technology and University of Gothenburg.
2008-08 – 2012-12
Teacher in mathematics and physics, Kitas upper secondary school, Gothenburg.
2005-01 – 2008-06
Teacher in mathematics and physics, Alströmer upper secondary school, Alingsås.
Johansson, H. & Österholm, M. (2019). Objectification of upper-secondary teachers' verbal discourse in relation to symbolic expression. The Journal of Mathematical Behavior, 56, 100722.
Johansson, H. (2017). Dependence between creative and non-creative mathematical reasoning in national physics tests. Nordic Studies in Mathematics Education, 22(2), 93-119.
Johansson, H. (2016). Mathematical Reasoning Requirements in Swedish National Physics Tests. International Journal of Science and Mathematics Education 14(6), 1133-1152.
Johansson, H., Oskarsson, M., & Nyström, P. (2019). Fysikbegreppets flyktighet: En konsekvens av kursplaneförändringar? [The physics concept's volatility: A consequence of curriculum changes?]. In K. Stolpe, G. Höst, & A. Larsson (Eds.), Från forskning till fysikundervisning: Bidrag från konferensen 10-11 april 2018 i Lund arrangerad av Nationellt Resurscentrum för Fysik [From research to physics education: Contributions from the conference 10-11 of April 2018 in Lund arranged by the National Resource Center for Physics Education], (pp. 33-46). Linköping, Sweden: Linköping University Electronic Press.
Johansson, H. (2015). Relation between Mathematical Reasoning Ability and National Formal Demands in Physics Courses. In K. Beswick, T. Muir & J. Wells (Eds.). Proceedings of 39th Psychology of Mathematics Education conference (Vol. 3, pp. 121-128). Hobart, Australia: PME.
Johansson, H. (2015). Mathematical Reasoning: In physics and real-life context (Doctoral thesis). Gothenburg, Sweden: University of Gothenburg.
Johansson, H. (2013). Mathematical Reasoning in Physics Tests: Requirements, Relations, Dependence (Licentiate thesis). Gothenburg, Sweden: University of Gothenburg.