The appointment of Professor Nathalie Sinclair Faculty of Education, Simon Fraser University (Vancouver, Canada) in 2019 is as follows:
Nathalie Sinclair is professor at the Faculty of Education, Simon Fraser University (Vancouver, Canada), and Canada Research Chair in Tangible Mathematics Learning. Her research is currently at the forefront of the mathematics education because it brings together a new philosophical stance on mathematics as bodily human activity, new views on learning based on the significance of the body and materiality for sense-making, and knowledge about how the visual and tactile affordances of digital technologies promote corporeal mathematical activity.
Her sustained work is leading directions for how pedagogical work in school mathematics with digital technologies can increase children’s mathematical sophistication and interaction with potent mathematical concepts at different ages. Her overall research has been of inspiration for many scholars and teachers in the world and at MND, and the establishment of future collaboration will be of benefit to current efforts in Sweden to increase digitalization in school mathematics.
The appointment of Dr. Judith S. Lederman Illinois Institute of Technology, USA, in 2018 is as follows:
Dr. Judith S. Lederman is a internationally leading researcher in Science Education. Her writing on Scientific Inquiry and Nature of Science—in museums and science centers, as well as in formal school settings—has had lasting impact on the field of research, for teaching and science curricula worldwide and for the development of research and teaching at the Department of Mathematics and Science Education, Stockholm University. Through her continuous support, Dr. Lederman has been critical for the development and recognition of our department.
The appointment of Professor Lieven Verschaffel of the Katholieke Universiteit Leuven, Belgium in 2017 is as follows:
The award is given to Professor Verschaffel in recognition of his outstanding contribution to elementary mathematics education over several decades. His research on number, arithmetic and mathematical problem solving has had a considerable influence on the work of several colleagues in MND. Moreover, his collaborations, whether with PhD students or the best-known professors in the field, all receive the same devotion to detail, an encyclopaedic knowledge of the fields in which he is engaged and the acknowledgment that his success is in no small part due to the strength of his team in Leuven. An exceptionally engaging speaker, Lieven will give a very significant and insightful summary of some of his recent work. Details of the time, location and title of his talk will be announced later in the year.
The appointment of Professor Steve Alsop, Faculty of Education, York University, Canada, in 2016 is as follows:
Professor Steve Alsop is an internationally recognized science education researcher. His pioneering research on affect, emotion and motivation, in science teaching and learning has had a major and lasting impact on the field and for the development of research at the Department of Mathematics and Science Education, Stockholm University. Through the textbook Analysing exemplary science teaching: theoretical lenses and a spectrum of possibilities for practice, Professor Alsop’s thinking has also empowered science student teachers in Stockholm.
The appointment of Professor Jill Adler, University of the Witwatersrand in Johannesburg, South Africa, and Kings College in London, in 2015 is as follows:
Professor Jill Adler, University of the Witwatersrand in Johannesburg, South Africa, and Kings College in London, is the recipient of the 2015 Svend Pedersen Lecture Award in Mathematics Education at Stockholm University, Department of Mathematics and Science Education. The Svend Pedersen Lecture Award is presented annually to a researcher who has made a significant and lasting contribution to the department's research and teacher training.
Jill Adler has worked as a teacher of mathematics in secondary school, adult education, pre-service teacher education and in-service teacher education. She has also developed materials for distance education. These experiences drive her research and all her work in teacher education. Her research, particularly on the teaching of mathematics in multilingual classrooms and the professional development of mathematics teachers, has for many years inspired us in the Department of Mathematics and Science Education. She was vice-president of ICMI (2003-2009) a recognition of her outstanding contributions to the world of mathematics and mathematics education.
The appointment of Professor Russell Tytler, School of Education, Deakin University, Australia, in 2014 is as follows:
Professor Russell Tytler is an internationally recognized science education researcher. With a background as a secondary science teacher, Professor Tytler’s research shows a deep engagement with the teacher profession and a care for the student. In his work he has managed to show how teacher professional development successfully can draw on educational research. His studies and curriculum reform work is in the forefront, modelling teaching and learning in new ways to support teachers’ daily work together with their students. His research spans from interviews with students of their experiences to classroom studies of how various representations can sustain the progression and interest of students. Professor Tytler has a long history of collaboration with Swedish colleagues, and his work has been a continual inspiration for research and teacher education at the Department of Mathematics and Science Education at Stockholm University.
The appointment of Professor Simon Goodchild, in 2013 is as follows:
For many years Simon Goodchild, Professor at the Department of Mathematical Sciences, University of Agder in Kristiansand, Norway, has been involved in the development of Research School in Mathematics Education at Agder and his courses have inspired mathematics education PhD students across Sweden and at Stockholm University´s Department of Mathematics and Science Education in particular. Goodchild is particularly well-known for his work in the Nordic Graduate School in Mathematics Education – NoGsme – and its summer schools for PhD-students. Lately Goodchild has been a member of the Scientific Board for teacher education at Stockholm University.
Goodchild’s research interest lays in theories of learning and teaching mathematics as well as methodological issues. He has undertaken mathematics education research in fields as diverse as mathematics teacher development and classroom studies, and, together with Lynn English, edited in 2002 an important and critically well-received book on classroom research methodology: Classroom research in mathematics education: A critical examination of methodology. As author of articles and books in the area he has considerably influenced mathematics education at Stockholm University.
The appointment of Dr. Doris Ash, in 2012 is as follows:
Dr. Doris Ash (University of California, Santa Cruz) is an internationally renowned researcher within the field of science education. Over the past 20 years her research has focused on science learning, both in and out of the classroom, working with culturally and linguistically diverse students and families. Dr. Ash’s work has been a great inspiration to the Swedish science education researchers, especially her investigations on learning in informal environments such as museums, science centers and aquariums. She has made a pioneering work on understanding how social groups make sense of science in these contexts, specifically revealing the significance of inquiry dialogic skills and thematic content used in conversations about science topics. Throughout her research and commitment to equity and access to science learning, she has made a long and lasting contribution to the field of science education.
The appointment of Professor Marja van den Heuvel-Panhuizen in 2011 is as follows:
“Professor Marja van den Heuvel-Panhuizen (Faculty of Science, Department of Mathematics, Freudenthal Institute for Science and Mathematics, Utrecht University) is involved in the development of the theory and practical implications of Realistic Mathematics Education. Her research interest lay in the learning and teaching of mathematics in early childhood and primary school.
For a long time Marja van den Heuvel-Panhuizen has inspired mathematics educators in Sweden, and for us at the Department of Mathematics and Science Education, Stockholm University, especially in assessment and test development. She has produced research in mathematics education in different fields, assessment, longitudinal learning - teaching trajectories for mathematics, professional development of teachers/mathematics coordinators, gender differences in mathematics education, high achievers in mathematics. As author of several articles and books in the area she has considerably influenced mathematical education at Stockholm University.”
Abstract
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The appointment of Dr Eduardo Mortimer, in 2010 is as follows:
Dr Eduardo Fleury Mortimer (Universidade Federal de Minas Gerais) is an internationally noted researcher within the field of science education. He has been a guest professor and researcher at the University of Leeds, Washington University in St Louis, and the Institut national de recherche pédagogique, Lyon. The work of Dr Mortimer has been a great inspiration to Swedish science education researchers, especially his work on classroom interaction, language and learning in science. He has made pioneering work on the significance of social processes in classroom communication and concept growth, studies of teacher-student dialogue, classroom epistemologies, teacher authority, argumentation, and emotions. Through the book Meaning Making in Secondary Science Classrooms, which is a standard in science teacher education courses at Stockholm University, he has made a long and lasting impact on Swedish science teachers.
Conceptual Profiles: a theory of teaching and learning scientific concepts
Abstract
In this lecture I will present the theory of conceptual profiles and its consequence for teaching and learning scientific concepts. The theory is based on the assumption that central concepts in science are polysemous, dispersed through several zones, each one applied with success to different contexts, including everyday and scientific. Conceptual profiles are integrated into a theoretical framework which treats science learning as learning the social language of school science through classroom discursive interactions, analyzed from a sociocultural perspective (Mortimer and Scott, 2003). The conceptual profile theory conceives learning as involving two interwoven processes: (1) enriching an individual’s conceptual profile (a cognitive process); (2) becoming aware of the multiplicity of modes of thinking that constitutes the profile as well as of the contexts in which they can be applied with pragmatic value (a metacognitive process) (El-Hani and Mortimer 2007).
In this lecture I will first discuss how concepts are understood in the conceptual profile theory. This will take us to the heart of the theory, a treatment of conceptual profiles as models of the heterogeneity of thought and language. Then, I will exemplify conceptual profiles by considering the modeling of a specific concept, namely, heat. Finally I will discuss some implications of this theory for the professional developments of science teachers.
The appointment of Professor Stephen Lerman, in 2009 is as follows:
Professor Stephen Lerman (London South Bank University) is a former president of PME and former Chair of the British Society for Research in Learning Mathematics. His main interest over the last 20 years has been sociocultural perspectives on teaching and learning mathematics and he is author of several articles and books in the area including Cultural Perspectives on the Mathematics Classroom (Kluwer).
For a long time Stephen Lerman has inspired mathematics educators in Sweden; especially at the former Stockholm Institute of Education and these days at the Stockholm University. He has produced a lasting impact on research in mathematics education by taking an important and active part in the discussion about different theoretical perspectives in the field. Doing this he has enhanced the shift in mathematics education towards communication, discourse, and sociocultural theories in general. His empirical work concentrates on developing research tools to analyse classroom teaching and learning. He is currently working with sociological theory in studying aspects of mathematics education. As author of several articles and books in the area he has considerably influenced mathematics education research at Stockholm University.
The appointment of Nancy Brickhouse, School of Education, University of Delaware, in 2008 is as follows:
”Professor Nancy W. Brickhouse has produced research broadly in science education, for instance on the nature of science and on teachers beliefs about science teaching. Particularly she has conducted outstanding and seminal research on young girls’ construction of their identities in relation to science. Her studies have encompassed what happens at home as well as in school and the ways in which gender influences girls’ scientific engagement in different contexts. The contexts have varied from elementary girls’ reading of science books to young women at an urban vocational high school. In her studies she has discussed what it means to participate in science and how that relates to a just society. Her writing has significantly influenced science education research at Stockholm University and so also our science education programs.”
Professor Nancy Brickhouse vid School of Education, University of Delaware
Professor Wynne Harlen received Svend Pedersen Lecture Award for the year 2007
Professor Douglas A. Roberts, University of Calgary, received Svend Pedersen Lecture Award for the year 2006
Professor Joan Solomon, University of Plymouth, U.K. received Svend Pedersen Lecture Award for the year 2005
