Helena
Johansson

Johansson, H., & Österholm, M. (2023). Algebra discourses in mathematics and physics textbooks: Comparing the use of algebraic symbols. International Journal of Mathematical Education in Science and Technology.

Johansson, H., & Kilhamn, C. (2022). From process to object in teachers’ introductory algebra discourse. International Journal of Mathematical Education in Science and Technology.

Johansson, H., Österholm, M., Flodén, L., & Heidtmann, P. (2022). Clash of cultures? Exploring students' perceptions of differences between secondary and tertiary mathematics education. International Journal of Mathematical Education in Science and Technology.

Johansson, H. & Österholm, M. (2019). Objectification of upper-secondary teachers’ verbal discourse in relation to symbolic expressions. The Journal of Mathematical Behavior, 56, Article 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 39^th Psychology of Mathematics Education conference (Vol. 3, pp. 121-128). Hobart, Australia: PME.

The thesis consists of a preamble (often referred to as a coat in Sweden) and four papers. The studies in the first three papers explore mathematical reasoning requirements in physics for upper secondary students, as well as how students’ ability to reason mathematically affects their success in various kinds of physics tasks and their possibility to master the physics curricula. The study in the fourth paper examine how students’ success on mathematics tasks is affected by mathematical reasoning requirements together with the presence of real-life context.

This thesis is a part of my doctoral dissertation.

Johansson, H. (2007). Elevers vardagsföreställningar och fysikundervisningens utformande [Students’ naïve conceptions and the organisation of physics teaching] (Degree theses, Master of Education). Växjö, Sweden: Växjö University (now Linnaeus University).

The thesis is in Swedish

Johansson, H. & Hromic, M. (2004). Identifiering av fysiska parametrar för en AGV (autonomous guided vehicle) [Possibility of estimating the physical parameters in the control system for an AGV] (Degree thesis, Master of Science). Gothenburg, Sweden: University of Gothenburg and Chalmers University of Technology.

The thesis is in Swedish

Johansson, H., Oskarsson, M., & Nyström, P. (2018). Glömska eller ytliga fysikkunskaper: Fördjupad analys av svenska elevers sjunkande fysikresultat i TIMSS Advanced 2015 [Forgotten or superficial physics knowledge – An in-depth analysis of Swedish students’ decreasing physics results in TIMSS Advanced 2015]. Stockholm, Sweden: Swedish National Agency for Education.

Nyström, P., Kjellsson Lind, A., Dahlberg, U., & Johansson, H. (2016). Hur samstämmiga är svenska styrdokument och nationella prov med ramverk och uppgifter i TIMSS Advanced 2015? [How aligned are the Swedish policy documents and national tests with the framework and the tasks in TIMSS Advanced 2015?]. Stockholm, Sweden: Swedish National Agency for Education.