I am an associate professor at Mid Sweden University.

My two main research interests concern the use of mathematical symbols and how various
use may influence understanding of primarily mathematics, but also physics, and how different design of
mathematics tasks may influence students’ mathematical understanding. My research departs from discourse
theory, multimodality, and cohesion and tension, and the research relates to mathematics education from
grade 1 to upper secondary school.

I am involved in both devolving and teaching different courses at undergraduate and graduate level in mathematics education.

2015

Doctor of Philosophy in Mathematics, specialising in Educational Sciences, University of Gothenburg.

2013

Doctor of Licentiate in Mathematics, specialising in Educational Sciences, University of Gothenburg.

2007

Master in Education, Växjö University (now Linnaeus University).

2004

Master of Science in Mathematics with Orientation towards Industrial Mathematics, University of Gothenburg.

2018-08 – present

Senior lecturer, Department of Engineering, 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. (2023). Algebraic discourse 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 expression. *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.

with full-text versions