Dr Annica Andersson
Person photo
Organisation: Department of Mathematics and Science Education
E-Mail: annica.andersson@mnd.su.se

Description:
Scientific record

PhD-thesis 
Andersson, A. (2011). Engagement in Education: Identity Narratives and Agency in the Contexts of Mathematics Education. Published doctoral thesis. Aalborg: Aalborg University, Uniprint. 
Peer-reviewed journal articles 
Andersson, A., Meaney, T., & Valero, P. (2015). “I Am [not Always] a Math-hater”: Students’ (dis)engagement in Mathematics Education. Educational Studies in Mathematics. DOI: 10.1007/s10649-015-9617-z 
Andersson, A. (2011). A “Curling Teacher” in Mathematics Education: Teacher Identities and Pedagogy Development. Mathematics Education Research Journal. 23(4), 437-454. DOI: 10.1007/s13394-011-0025-0 
Skog, K., & Andersson, A. (2014). Exploring discursive positioning as an analytical tool for understanding becoming mathematics teachers’ identities. Mathematics Education Research Journal: Theme issue on identities. DOI: 10.1007/s13394-014-0124-9 
Andersson, A. (2010). Can a critical pedagogy in mathematics lead to achievement, engagement and social empowerment? A case study of Non-Specialist students in Swedish upper secondary school: Critical mathematics education and socio-mathematics as a pedagogy. Philosophy of Mathematics Education Journal (25). 
Peer-reviewed edited book chapters 
Andersson, A., & Valero, P. (2015). Negotiating critical pedagogical discourses: Contexts, mathematics and agency. In P. Ernest & B. Sriraman (Eds), Critical Mathematics Education: Theory, Praxis and Reality (pp. 203-228). Charlotte, USA: Information Age Publishing. 
Andersson, A., & Ravn, O. (2012). A critical perspective on contextualisation in mathematics education. In O. Skovsmose & B. Greer (Eds), Opening the cage: Critique and politics of mathematics education (pp. 309-324). Rotterdam: Sense Publishers. 
Norén, E., & Andersson, A. (2015). Multilingual students’ agency in mathematics classrooms. In A. Halai & P. Clarkson (Eds), Teaching & Learning Mathematics in Mutilingual Classrooms: Issues for policy, practice and teacher education. Netherlands: Springer. 
Seah, W.T., & Andersson, A. (2015). Valuing diversity in mathematics pedagogy through the volitional nature and alignment of values. In A. Bishop, H. Tan & T. Barkatsas (Eds.), Diversity in mathematics education: Towards inclusive practices (pp. 167-184). Switzerland: Springer.
 
 Andersson, A., & Valero, P. (under submission). Identity narratives of [dis]engagement in mathematics education contexts. In P. Valero & O. Ravn (Eds.), The networks of mathematics and science education practices. Studies of philosophy, society, culture and politics. Intended publication 2014 with Springer at the Mathematics Education Library. 
Peer-reviewed conference proceedings 

Andersson, A., & Le Roux, K. (2015). Researchers and researched as other within the socio-p/political turn. In S. Mukhopadhyay & B. Greer (Eds.), Proceedings of the 8th Mathematics Education and Society Conference. USA: Portland State University. 
Andersson, A., & Wagner, D. (2015). Questions from Ethnomathematics Trajectories. In S. Mukhopadhyay & B. Greer (Eds.), Proceedings of the 8th Mathematics Education and Society Conference. USA: Portland State University. 
Wagner, D. & Andersson, A. (2915). The micro-politics of students’ language repertoires in counting contexts. Intended for 37thAnnual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2015), Michigan November 5–8, 2015.
Österling, L., Grundén, H., & Andersson, A. (2015) Mathematical Values and Fostering. In S. Mukhopadhyay & B. Greer (Eds.), Proceedings of the 8th Mathematics Education and Society Conference. USA: Portland State University. 
Seah, W.T., & Andersson, A., (2015). Exploring Alignment of Values in mathematics classrooms. In Proceedings of CERME 9, Charles University in Prague, Faculty of Education. 
Andersson, A., & Österling, L. (2014). Metric equivalence in international surveys: Cultural edges. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.). Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 1). Vancouver, Canada: PME. 
 
Andersson, A., & Österling, L. (2013). Measuring immeasurable values. In A.M. Lindmeier, & A. Heinze (Eds.) Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2. (pp. 17-24). Kiel, Germany: PME. 
Andersson, A., & Seah, W.T. (2013). Facilitating mathematics learning in different contexts: the values perspective. In M. Berger, K. Brodie, V. Frith & K. le Raux (eds), Proceedings of the seventh international mathematics education and society conference, Cape Town 2nd-7th April 2013 (pp 193-202). Cape Town: Hansa Print Ltd. 
Skog, K., & Andersson, A. (2013). Immigrant mathematics teacher students’ subject positioning. Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4. (pp. 233-240). Kiel, Germany: PME. 
Skog, K., & Andersson, A. (2013). Exploring identity positioning as an analytical tool. In M. Berger, K. Brodie, V. Frith & K. le Raux (eds), Proceedings of the seventh international mathematics education and society conference, Cape Town 2nd-7th April 2013, (pp. 441-451). Cape Town: Hansa Print Ltd. 
Andersson, A. (2012). Contexts matters in Mathematics Classroom Practices. ICME 2012. 
Andersson, A., & Seah, WT. (2012). Values in mathematics education contexts. In Tso, T.Y. (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Vol 2-27 (pp. 35-42). Taiwan: Taipei PME. 
Andersson, A. (2011). Interplays between context and students’ achievement of agency. In M. Pytlak, E. Swoboda & T. Rowland (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (pp. 1389-1398). Rzeszów, Poland: ERME. 
Andersson, A., & Norén, E. (2011). Agency in mathematics education. In M. Pytlak, E. Swoboda & T. Rowland (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (pp. 1389-1398). Rzeszów, Poland: ERME. 
Andersson, A. (2010). Making Sense of Critical Mathematics Teaching. In L. Sparrow., B. Kissane,. & C. Hurst (Eds), MERGA33 – 2010 Shaping the Future of Mathematics Education. Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia (pp.51-58). Fremantle: MERGA Inc. 
Andersson, A., & Valero, P. (2009). Mathematics education giving meaning to social science students. Accepted for proceedings at II Congreso Internacional de Investigación, Educación y Formación Docente, August, 26-28, 2009. Colombia: Medellin. 
Andersson, A. (2008). Counting in Papua New Guinea. Proceedings at the Mathematics Biennial. Sweden: Stockholm. 
Andersson, A. (2008).  A cultural visit in mathematics education. In B. Sriraman,C. Michelsen, A. Beckmann & V. Freiman (Eds). Interdisciplinary research in mathematics and its connections to the arts and sciences (pp. 255-272).USA, Montana:Information age publishing Inc & the Montana councils of teachers of mathematics. 
Plenary
Young Researchers Contribution to the plenary: What do we mean by cultural contexts in European Research in Mathematics Education? To appear in Proceedings of CERME 9, 2015, Charles University in Prague, Faculty of Education. 
 Conference Working Sessions 
 PME 39. (2015). Discussion group: Connections between valuing and values: rethinking data generating methods. This Working Session is organised by: Alan J. Bishop (Monash University), Philip Clarkson (Australian Catholic University) Wee Tiong Seah (Monash University) and Annica Andersson (not present) (Stockholm University). 
 PME 36 (2012). WS-1: Learners’ values: their analysis and development. This Working Session was organised by: Wee Tiong Seah (Monash University), Alan J. Bishop (Monash University), Philip Clarkson (Australian Catholic University) and Annica Andersson (Stockholm University). 
 Teacher journals 
 Andersson, A. (2013). Meningsfullt – även för den som hatar matte. Nämnaren 185(1), 23-28. 
 Andersson, A. (2013). Meningsfullt – även för den som hatar matte. Tangenten, 24(4), 23-28.  
Supervision

Compleeted thesis:

Skog, K (2014). Power, positionings and mathematics - discursive practices in mathematics teacher education.

Unider supervision:
Helena Grundén, to be compleeted 2018
Lisa Österling, to be compleeted 2019
 External examiner 
 External examiner of a PhD thesis at Curtin University, Perth, 2013. 
 External reader of Andreas Ebbeling’s thesis at a 60% seminar at Linnaeus University, Växjö  in November 2015. 
 International experience 
 Longer study stays outside Sweden: 
UNB, University of New Brunswick. Visiting scholar as part of the research project "Students’ Language Repertoires for Investigating Mathematics" 
Australian Catholic University, Department of School of Education in Melbourne Campus. Invited by Prof. Philip Clarkson. December 2009 - March 2010. 
Charles Sturt University, Dubbo Campus. Invited by Dr. Kay Owens. March - April 2010. 
Curtin University, Perth. Invited by Ass Prof. Bill Atweh. April - July 2010. 
Colombia, Bogota and Medellin as a member of a developing collaboration group between Aalborg University, Denmark; District University of Francisco José Caldas and National Pedagogical University and Colombian Association of Mathematics Education in Colombia. August-September 2009. 
Papua New Guinea: Assisted Dr. Kay Owens, Charles Sturt University conducting research in the Western Highlands four weeks in 2008.



  
Projects (1)
 
The Third Wave Project
Project leader: Dr Annica Andersson