Jöran Petersson

Associate professor

Malmö University

Sweden

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Dr. Jöran Petersson is an Associate Professor at Malmö University in Sweden. His research focuses on mathematics education, including the development of number-related learning goals and the impact of educational innovations on inclusive learning environments. His recent publications explore various aspects of teaching methodologies, such as Lesson Study and the evaluation of educational materials, with a particular emphasis on foundational number sense and curriculum influences.

Jöran Petersson

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Articles (16)

English and Swedish year-one teachers’ number-related learning goals: the influence of intended and received curricula

Effects of Lesson Study on the Perceived Teaching Competencies of Mathematics and Special Education Teachers

Educational innovations for an inclusive learning environment: insights from the teachers' collaboration through lesson study

Students’ responses to the question: how does a computer do curve fitting?

Two methods for quantifying similarity between textbooks with respect to content distribution

Using the Gini coefficient for assessing heterogeneity within classes and schools

Two methods for quantifying similarity between textbooks with respect to content distribution

Analysing English year-one mathematics textbooks through the lens of foundational number sense: A cautionary tale for importers of overseas-authored materials

Students’ responses to the question: how does a computer do curve fitting?

Parent-initiated activities in support of Swedish year-one children’s learning of mathematics: age-appropriate complements to school?

A methodological critique of research on parent-initiated mathematics activities and young children’s attainment

Swedish parents’ perspectives on homework: manifestations of principled pragmatism

Computational Estimation and Mathematics Education: A Narrative Literature Review

Opportunities to learn foundational number sense in three Swedish year one textbooks: implications for the importation of overseas-authored materials

Prime Time in Preschool Through Teacher-Guided Play with Rectangular Numbers

English and Swedish teachers’ perspectives on the role of parents in year one children’s learning of number: manifestations of culturally-conditioned norms

Collaborators (3)

Paul Andrews

Judy Sayers

Gosia Marschall

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