Magnus Österholm

Professor|Professor

Professional title: Professor
Email: magnus.osterholm@miun.se
Location: Sundsvall

Employed at the subject:

Mathematics and Science Education

Department:

Department of Engineering, Mathematics and Science Education (IMD)

Background

I was born and raised in a small town called Ludvika. I have a teacher degree from Linköping University for mathematics and physics at the upper secondary level. In Linköping I also got my PhD in mathematics education. After working a short while as a senior lecturer at the Department of Mathematics at Linköping University, I moved to Umeå for a position as a research fellow. I still work at Umeå University, where I am a professor of mathematics education. Since 2016, I work 40% at Mid Sweden University.

Area of interest

The role of language and communication in the learning and teaching of mathematics.

Research

My main research interest is the role of language and communication in the learning and teaching of mathematics, but I have also studied issues in relation to belief-research and teachers' professional development. My main expertise is mathematics education at secondary and tertiary levels, but I have also studied primary level.

Extra contact information

For more information about me and my research, see my homepage: http://osterholm.nu

Research projects

Current

Functional teaching materials i mathematics: How the interplay between different semiotic resources can support students' learning of mathematical concepts

Finished

Math app for students and teachers

Publications

Articles in journals
Chapters in books
Conference papers
Conference proceedings (editor)
Doctoral theses, comprehensive summaries
Licentiate theses, monographs
Reports

Articles in journals

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. , 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. Journal of Mathematical Behavior, vol. 56

Bergqvist, E. , Theens, F. & Österholm, M. (2018). The role of linguistic features when reading and solving mathematics tasks in different languages. Journal of Mathematical Behavior, vol. 51, pp. 41-55.

Dyrvold, A. , Bergqvist, E. & Österholm, M. (2015). Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency. Nordisk matematikkdidaktikk, vol. 20: 1, pp. 5-31.

Österholm, M. (2015). What is the basis for self-assessment of comprehension when reading mathematical expository texts?. Reading Psychology, vol. 36: 8, pp. 673-699.

Bergqvist, E. & Österholm, M. (2014). Språkbrukets roll i matematikundervisningen. Nämnaren , vol. 2014: 1, pp. 27-31.

Österholm, M. & Bergqvist, E. (2013). What is so special about mathematical texts? : Analyses of common claims in research literature and of properties of textbooks. ZDM - the International Journal on Mathematics Education, vol. 45: 5, pp. 751-763.

Österholm, M. & Bergqvist, E. (2012). Methodological issues when studying the relationship between reading and solving mathematical tasks. Nordisk matematikkdidaktikk, vol. 17: 1, pp. 5-30.

Österholm, M. (2012). The role of theory when studying epistemological characterizations of mathematics lecture(r)s. The Mathematics Enthusiast, vol. 9: 3, pp. 431-464.

Österholm, M. (2011). To translate between different perspectives in belief research : a comparison between two studies. Nordisk matematikkdidaktikk, vol. 16: 1-2, pp. 57-76.

Österholm, M. (2009). Kan vi separera läsning från matematikämnet?. Dyslexi, vol. 14: 3, pp. 18-21.

Österholm, M. (2008). Do students need to learn how to use their mathematics textbooks? : The case of reading comprehension. Nordisk matematikkdidaktikk, vol. 13: 3, pp. 53-73.

Österholm, M. (2006). Characterizing reading comprehension of mathematical texts. Educational Studies in Mathematics, vol. 63: 3, pp. 325-346.

Chapters in books

Österholm, M. (2010). The roles of prior knowledge when students interpret mathematical texts. In The first sourcebook on nordic research in mathematics education : Norway, Sweden, Iceland, Denmark and contributions from Finland. Charlotte, NC, USA : Information Age Publishing (The Montana Mathematics Enthusiast Monograph Series in Mathematics Education). pp. 431-440.

Österholm, M. (2009). Läsförståelsens roll inom matematikutbildning. In Matematikdidaktiska frågor : Resultat från en forskarskola. Göteborg : Nationellt centrum för matematikutbildning (NCM), Göteborgs universitet. pp. 154-165.

Conference papers

Johansson, H. , Norberg, M. & Österholm, M. (2023). Interplay between modes in mathematics textbooks. In Proceedings of the 46^th Conference of the International Group for the Psychology of Mathematics Education. Haifa, Israel : . pp. 262--262.

Bergqvist, E. & Österholm, M. (2023). The role of implicit theoretical assumptions in empirical research. In Proceedings of the International Group for the Psychology of Mathematics Education.. pp. 107--114.

Johansson, H. , Norberg, M. & Österholm, M. (2022). A multimodal perspective on number sense in digital learning resources. In Proceedings of the 45^th Conference of the International Group for the Psychology of Mathematics Education. Alicante, Spain : . pp. 241--241.

Johansson, H. & Österholm, M. (2021). Algebra discourse in mathematics and physics textbooks for upper secondary school. In Proceedings of the 44^th Conference of the International Group for the Psychology of Mathematics Education, Vol.1. Khon Kaen, Thailand : . pp. 149--149.

Johansson, H. , Österholm, M. , Flodén, L. & Heidtmann, P. (2018). Teachers’ and students’ perception of the gap between secondary and tertiary mathematics. In Proceedings of the 42^nd Conference of the International Group for the Psychology of Mathematics Education. Umeå, Sweden : . pp. 77--77.

Österholm, M. (2018). The role of mathematical competencies in curriculum documents in different countries. In Perspectives on professional development of mathematics teachers : Proceedings of MADIF11: the eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018. Karlstad : (Skrifter från Svensk Förening för MatematikDidaktisk Forskning). pp. 131--140.

Johansson, H. & Österholm, M. (2017). Upper-secondary teachers' objectification of symbols by their use of language. In Proceedings of the 41^st Conference of the International Group for the Psychology of Mathematics Education. Singapore : . pp. 215--215.

Bergqvist, E. & Österholm, M. (2017). Variation of explicit argumentation in mathematics textbooks. In Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. Singapore : . pp. 170--170.

Edmonds-Wathen, C. , Bergqvist, E. & Österholm, M. (2016). Comparing mathematics tasks in different languages. In Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. Szeged, Hungary : . pp. 151--151.

Bergqvist, E. , Theens, F. & Österholm, M. (2016). Relations between linguistic features and difficulty of PISA tasks in different languages. In Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. Szeged, Hungary : . pp. 125--125.

Bergqvist, E. & Österholm, M. (2012). Communicating mathematics or mathematical communication? : An analysis of competence frameworks. In Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education : Vol. 2: opportunities to learn in mathematics education. (PME Conference. Proceedings). pp. 67--74.

Bergqvist, E. , Dyrvold, A. & Österholm, M. (2012). Relating vocabulary in mathematical tasks to aspects of reading and solving. In Evaluation and comparison of mathematical achievement: Dimensions and perspectives. Proceedings of MADIF 8, The Eighth Mathematics Education Research Seminar, Umeå, January 24-25, 2012. Linköping : (Skrifter från Svensk förening för matematikdidaktisk forskning). pp. 61--70.

Österholm, M. (2012). Students' summaries of mathematical lectures : Comparing the discourse of students with the discourse of lectures. In Mathematics Education: Expanding Horizons. Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia. Singapore : . pp. 578--585.

Österholm, M. & Bergqvist, E. (2012). What mathematical task properties can cause an unnecessary demand of reading ability?. In Proceedings of Norma 11, The Sixth Nordic Conference on Mathematics Education in Reykjavík, May 11-14, 2011. Reykjavík, Iceland : . pp. 661--670.

Österholm, M. (2011). A framework for studying differences between process- and object-oriented discourses. In Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, vol 1 : Developing mathematical thinking. (PME Conference Proceedings). pp. 367--367.

Österholm, M. (2011). Characterizing mathematics education research discourse on belief. In Current state of research on mathematical beliefs XVI : Proceedings of the MAVI-16 Conference, June 26-29, 2010, Tallinn, Estonia. Tallinn, Estonia : . pp. 200--217.

Österholm, M. (2011). What aspects of quality do students focus on when evaluating oral and written mathematical presentations?. In Mathematics: Traditions and [New] Practices. Proceedings of the AAMT–MERGA conference held in Alice Springs, 3–7 July 2011. Adelaide, Australia : . pp. 590--598.

Bergqvist, E. & Österholm, M. (2010). A theoretical model of the connection between the process of reading and the process of solving mathematical tasks. In Mathematics and mathematics education : Cultural and social dimensions. Proceedings of MADIF 7. Linköping, Sweden : (Skrifter från Svensk förening för matematikdidaktisk forskning). pp. 47--57.

Österholm, M. (2010). Beliefs: A theoretically unnecessary construct?. In Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon, France. Lyon : . pp. 154--163.

Österholm, M. (2010). Relationships between epistemological beliefs and properties of discourse : Some empirical explorations. In Mathematics and mathematics education : Cultural and social dimensions. Proceedings of MADIF 7. Linköping : (Skrifter från Svensk förening för matematikdidaktisk forskning). pp. 241--250.

Österholm, M. (2010). The ontology of beliefs from a cognitive perspective. In Proceedings of the conference MAVI-15 : Ongoing research on beliefs in mathematics education, September 8-11, 2009, Genoa, Italy. Genoa : . pp. 35--46.

Österholm, M. (2009). Epistemological beliefs and communication in mathematics education at upper secondary and university levels. In Perspectives on mathematical knowledge. Proceedings of MADIF 6, the 6th Swedish Mathematics Education Research Seminar, Stockholm, January 29-30, 2008. Linköping : (Skrifter från Svensk förening för matematikdidaktisk forskning). pp. 132--134.

Österholm, M. (2009). Theories of epistemological beliefs and communication : A unifying attempt. In Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. (PME Conference. Proceedings). pp. 4-257--4-264.

Österholm, M. (2006). A reading comprehension perspective on problem solving. In Developing and researching quality in mathematics teaching and learning : proceedings of MADIF 5 : the 5th Swedish Mathematics Education Research Seminar, Malmö, January 24-25, 2006. Linköping : (Skrifter från Svensk förening för matematikdidaktisk forskning). pp. 136--145.

Österholm, M. (2006). Metacognition and reading - criteria for comprehension of mathematics texts. In Proceedings of the 30th conference of the International group for the psychology of mathematics education. Prague : (PME Conference Proceedings). pp. 289--296.

Österholm, M. (2004). Reading mathematical texts : cognitive processes and mental representations. Paper presented at the ICME-10, The 10th International Congress on Mathematical Education

Österholm, M. (2003). Learning mathematics by reading - a study of students interacting with a text. In Nordic pre-conference to ICME 10.

Conference proceedings (editor)

Helenius, O. (ed.) , Engström, A. (ed.) , Meaney, T. (ed.) , Nilsson, P. (ed.) , Norén, E. (ed.) , Sayers, J. (ed.) & Österholm, M. (ed.) (2015). Development of Mathematics Teaching: Design, Scale, Effects : Proceedings from Madif9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping : Svensk förening för MatematikDidaktisk Forskning - SMDF (Skrifter från Svensk Förening för MatematikDidaktisk Forskning 10).

Doctoral theses

Österholm, M. (2006). Kognitiva och metakognitiva perspektiv på läsförståelse inom matematik. Dis. (Comprehensive summary) Linköping : Matematiska institutionen, Linköpings universitet, 2006

Licentiate theses, monographs

Österholm, M. (2004). Läsa matematiska texter : Förståelse och lärande i läsprocessen. Lic. Matematiska institutionen, Linköpings universitet, 2004

Reports

Johansson, H. , Norberg, M. & Österholm, M. (2022). Matematik-app för elever och lärare. Sundsvall : Mittuniversitetet

Österholm, M. , Bergqvist, T. , Liljekvist, Y. & van Bommel, J. (2016). Utvärdering av Matematiklyftets resultat : slutrapport. Umeå : Umeå universitet

Österholm, M. (2003). Learning mathematics by reading - a study of students interacting with a text. Linköping : Linköping University Electronic Press