Ulla Runesson Kempe

Seniorprofessor pedagogik

Avdelningen för ämnesdidaktik och globala studier , Högskolan för lärande och kommunikation

Filosofie Doktor, Ph.D.


Forskning

Ulla Runessons forskningsintresse är lärprocessen, vad eleven lär sig och hur förutsättningar för lärande skapas. Ulla har varit med att utveckla ett speciellt arrangemang - learning study - där lärare och forskare med utgångspunkt i de lärandes förutsättningar systematiskt och medvetet arbetar tillsammans med att utforma och förbättra lärandemiljön och undervisningen så att elever lär sig.

Ulla har främst studerat lärande och undervisning i matematik och är vetenskaplig ledare for ett av VR finansierat forskningsprojekt "Lärares gemensamma kunskapsproduktion" i samarbete med Högskolan i Halmstad, Göteborgs universitet och Luleå tekniska universitet. Hon är ledare för forskningsplattformen Lärande och undervisning i matematik vid Högskolan för lärande och kommunikation (HLK).

Biografi

Ulla är sedan 2010 professor i pedagogik vid Högskolan för lärande och kommunikation. Ulla är också programkoordinator för den nationella forskarskolan i Learning Study. Sedan 2013 är hon visiting professor vid School of Education University of the Witwatersrand, Johannesburg.

Tidigare har Ulla Runesson varit universitetslektor och docent vid Göteborgs universitet. Hon har lett och deltagit i flera forskningsprojekt bland annat: Det andra steget. En prövning av teoribaserad och deltagardriven undervisningsforskning och hur denna vidmakthålls genom vidareutveckling" 2007-2010. Learner's perspective study.

Ulla är founding member of World association of lesson study (WALS) och medlem i redaktionsrådet för dess officiella journal: International journal of lesson and learning study.

Antologibidrag

Gunnarsson, R., Runesson, U., Håkansson, P. (2019). Identifying what is critical for learning ‘rate if change’: Experiences from a learning study in Sweden. In: R. Huang, A. Takahashi & J. P. da Ponte (Ed.), Theory and practice of lesson study in mathematics: An international perspective (pp. 441 -456). Cham: Springer More information
Runesson Kempe, U., Kullberg, A. (2017). Learning to Teach with Variation: Experiences from Learning Study in Sweden. In: Rongjin Huang and Yeping Li (Ed.), Teaching and Learning Mathematics through Variation: Confucian Heritage Meets Western Theories (pp. 355 -374). More information
Carlgren, I., Eriksson, I., Runesson, U. (2017). Learning study. In: Ingrid Carlgren (Ed.), Undervisningsutvecklande forskning: exemplet learning study (pp. 17 -30). Malmö: Gleerups Utbildning AB More information
Runesson, U. (2017). Variationsteori som redskap för att analysera lärande och designa undervisning. In: Ingrid Carlgren (Ed.), Undervisningsutvecklande forskning: exemplet learning study (pp. 45 -60). Malmö: Gleerups Utbildning AB More information
Runesson Kempe, U. (2016). Learning study – en ämnesdidaktisk och praktikutvecklande forskningsansats. In: Elsie Anderberg (Ed.), Skolnära forskningsmetoder (pp. 63 -88). Lund: Studentlitteratur AB More information
Marton, F., Runesson, U. (2015). The idea and practice of learning study. In: Keith Wood and Saratha Sithamparam (Ed.), Realising learning: Teachers' professional development through lesson study and learning study (pp. 103 -121). London: Routledge More information
Runesson, U. (2012). Learning study ger kollektiv kunskap. In: Leif Mathiasson (Ed.), Uppdrag lärare — en antologi om status, yrkessskicklighet och framtidsdrömmar (pp. 85 -90). Stockholm: Lärarförbundets förlag More information
Runesson, U., Kullberg, A., Maunula, T. (2011). Sensitivity to student learning: a possible way to enhance teachers' and students' learning. In: Orit Zaslavsky, Peter Sullivan (Ed.), Constructing knowledge for teaching secondary mathematics: tasks to enhance prospective and practicing teacher learning (pp. 263 -278). New York: Springer More information
Runesson, U. (2011). Lärande som förändrat erfarande. In: Mikael Jensen (Ed.), Lärandets grunder: teorier och perspektiv (pp. 57 -69). Lund: Studentlitteratur More information
Runesson, U. (2011). Lärares kunskapsarbete – exemplet learning study. In: Solweig Eklund (Ed.), Lärare som praktiker och forskare: om praxisnära forskning (pp. 7 -17). Stockholm: Stockholm : Stiftelsen SAF i samverkan med Lärarförbundet More information
Runesson, U., Kullberg, A. (2010). Learning from variation: differences in learners’ ways of experiencing differences. In: Bharath Sriraman, Christer Bergsten, Simon Goodchild, Gudbjorg Palsdottir, Bettina Dahl Søndergaard, Lenni Haapasalo (Ed.), The first sourcebook on Nordic research in mathematics education: Norway, Sweden, Iceland, Denmark, and contributions from Finland (pp. 299 -317). Charlotte, N.C.: Information Age Publishing More information
Runesson, U. (2010). Det andra steget: lärares forskningsresultat som gemensam resurs. In: Resultatdialog 2010: [aktuell forskning om utbildning och lärande] (pp. 143 -148). Stockholm: Vetenskapsrådet More information
Hansson Scherman, M., Runesson, U. (2009). Som patienten ser det. In: Marianne Hansson Scherman, Ulla Runesson (Ed.), Den lärande patienten (pp. 87 -113). Lund: Studentlitteratur More information
Runesson, U. (2008). Learning to design for learning: the potential of learning study to enhance learning on two levels : teachers' and students' learning. In: Peter Sullivan, Terry Wood (Ed.), The international handbook of mathematics teacher education. Vol.1, Knowledge and beliefs in mathematics teaching and teaching development (pp. 153 -172). Rotterdam: Sense Publishers More information
Liljestrand, J., Runesson, U. (2006). Interaction, organisation, tasks and possibilities for Learning about mathematical  relationships: A Swedish classroom compared with a US classroom. In: David Clarke, Jonas Emanuelsson, Eva Jablonka, Ida Ah Chee Mok (Ed.), Making connections: comparing mathematics classrooms around the world (pp. 165 -184). Rotterdam: Sense Publishers More information
Runesson, U. (2006). Vad är möjligt att lära sig?. In: Mona Holmqvist (Ed.), Lärande i skolan: learning study som skolutvecklingsmodell (pp. 67 -85). Lund: Studentlitteratur More information
Runesson, U. (2005). Hinsides fænomenografi – fra beskrivelser i erkendelsesmåde till beskrivelse af variation som nødvændige villkor for læring. In: Mads Hermansen (Ed.), Læring: en status (pp. 167 -200). Århus: Klim More information
Marton, F., Runesson, U., Tsui, A. (2004). The space of learning. In: Ference Marton, Amy B.M. Tsui (Ed.), Classroom discourse and the space of learning (pp. 3 -36). Mahwah, N.J.: Lawrence Erlbaum Associates More information
Runesson, U., Mok, I. (2004). Discernment and the question “what can be learned?”. In: Ference Marton, Amy B.M. Tsui (Ed.), Classroom discourse and the space of learning (pp. 55 -76). Mahwah, N.J.: Lawrence Erlbaum Associates More information
Runesson, U. (2004). Kan en tredjedel vara större än en hel?. In: Katta Nordenfalk (Ed.), Etik i princip & praktik: en antologi om lärares yrkesetik (pp. 81 -87). Stockholm: Lärarnas Riksförbund och Lärarförbundet More information

Artikel

Björklund, C., Kullberg, A., Runesson Kempe, U. (2019). Structuring versus counting: critical ways of using fingers in subtraction ZDM - the International Journal on Mathematics Education, 51(1), 13-24. More information
Runesson Kempe, U. (2019). Teachers and researchers in collaboration. A possibility to overcome the research-practice gap? European Journal of Education, 54(2), 250-260. More information
Kullberg, A., Vikström, A., Runesson, U. (2019). Mechanisms enabling knowledge production in learning study International Journal for Lesson and Learning Studies. More information
Pang, M., Runesson, U. (2019). The Learning study: recent trends and developments International Journal for Lesson and Learning Studies, 8(3), 162-169. More information
Runesson Kempe, U., Lövström, A., Hellquist, B. (2018). Beyond the borders of the local: How “instructional products” from learning study can be shared and enhance student learning International Journal for Lesson and Learning Studies, 7(2), 111-123. More information
Ekdahl, A., Venkat, H., Runesson Kempe, U., Askew, M. (2018). Weaving in connections: Studying changes in early grades additive relations teaching South African Journal of Childhood Education, 8(1). More information
Kullberg, A., Runesson, U., Marton, F. (2017). What is made possible to learn when using the variation theory of learning in teaching mathematics? ZDM - the International Journal on Mathematics Education, 49(4), 559-569. More information
Runesson Kempe, U., Lövström, A. (2017). Theory-informed lesson study as practice based research: identifying what is critical for grade 2 and 3 pupils’ learning of negative numbers , XXVI(2), 19-42. More information
Runesson, U. (2016). Pedagogical and learning theories in lesson and learning studies – revisited International Journal for Lesson and Learning Studies, 5(4), 295-299. More information
Kullberg, A., Runesson, U., Marton, F., Vikström, A., Nilsson, P., Mårtensson, P., Häggström, J. (2016). Teaching one thing at a time or several things together?: Teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science Teachers and Teaching: theory and practice, 22(6) Abingdon: Routledge . More information
Kullberg, A., Mårtensson, P., Runesson, U. (2016). What is to be learned? Teachers' collective inquiry into the object of learning Scandinavian Journal of Educational Research, 60(3), 309-322. More information
Runesson, U. (2015). Pedagogical and learning theories and the improvement and development of lesson and learning studies International Journal for Lesson and Learning Studies, 4(3), 186-193. More information
Kullberg, A., Runesson, U., Mårtensson, P. (2014). Different possibilities to learn from the same task PNA, 8(4), 139-150. More information
Runesson, U. (2013). Focusing on the object of learning and what is critical for learning: A case study of teachers’ inquiry into teaching and learning mathematics Perspectives in Education, 31(3), 170-183. More information
Kullberg, A., Runesson, U. (2013). Learning about the numerator and denominator in teacher-designed lessons Mathematics Education Research Journal, 25(4), 547-567. More information
Runesson, U., Gustafsson, G. (2012). Sharing and developing knowledge products from Learning Study International Journal for Lesson and Learning Studies, 1(3), 245-260. More information
Runesson, U. (2012). Learning Study - ämnesdidaktiskt utvecklingsarbete och forskning Forskning om undervisning och lärande, 7-17. More information
Runesson, U. (2010). Verstehen, wie Schüler etwas lernen. Das Verständnis der Variationstheorie und Phänomenographie Pädagogik, 62(5), 44-48. More information
Chik, P., Runesson, U. (2008). Learning experience and possibilities: a study on two primary 4 chinese language lessons in Hong Kong Educational Research Journal, 23(1), 71-95. More information
Alexandersson, M., Runesson, U. (2006). The tyranny of the temporal dimension: learning about fundamental values through the Internet Scandinavian Journal of Educational Research, 50(4), 411-427. More information
Runesson, U. (2006). What is it Possible to Learn? On Variation as a Necessary Condition for Learning Scandinavian Journal of Educational Research, 50(4), 397-410. More information
Runesson, U. (2005). Beyond discourse and interaction. Variation: a critical aspect for teaching and learning mathematics Cambridge Journal of Education, 35(1), 69-87. More information
Runesson, U., Mok, I. (2005). The teaching of fractions: a comparative study of a Swedish and a Hong Kong Classroom Nordisk matematikkdidaktikk, 10(2), 1-15. More information
Runesson, U. (2004). Med lärandets innehåll i fokus Nämnaren : tidskrift för matematikundervisning, 34-37. More information

Konferensbidrag

Björklund, C., Kullberg, A., Runesson Kempe, U., Venkat, H. (2018). Critical ways of using fingers in arithmetic problem solving – a study of Swedish 5-yearolds. AERA American Educational Research Association Annual Meeting, April 13- 17 2018, New York, NY, USA. More information
Björklund, C., Alkhede, M., Kullberg, A., Reis, M., Marton, F., Ekdahl, A., Runesson Kempe, U. (2018). Teaching finger patterns for arithmetic development to preschoolers. Madif 11, The 11th Swedish Mathematics Education Research Seminar, Karlstad, Sweden, 23-24 January, 2018. More information
Ekdahl, A., Björklund, C., Runesson Kempe, U. (2018). Finger Patterns as means to experience numbers' part-part-whole relations. Umeå: PME, PME 42, the 42nd Conference of the International Group for the Psychology of Mathematics Education, July 3-8, 2018, Umeå, Sweden. More information
Runesson Kempe, U., Lövström, A., Hellqvist, B. (2017). Making distinctions – critical for the learning of the 'existence' of negative numbers? Exploring how 'instructional products' from a theory informed Lesson study can be shared and enhance student learning. Paper presented at the 10th Congress of European Research in Mathematics Education CERME 10, 1 – 5 February 2017, Dublin, Ireland. More information
Runesson, U., Löfström, A., Hellqvist, B. (2016). Beyond the border of the context: How ‘generalizable’ are results from Learning study?. The World Association for Lesson Study, Exeter, 3-6 September, 2016.. More information
Runesson, U., Löfström, A., Hellqvist, B. (2016). What are critical aspects and how critical are they?. EARLI SIG 9 conference, Gothenburg, 24–26 August, 2016.. More information
Runesson, U. (2016). Learning study and the idea of variation and critical aspects of learning. TSGW 50, 13th International Congress on Mathematical Education, Hamburg, July 24-31, 2016.. More information
Runesson, U. (2015). Professional Learning Communities: The case of Learning study. Münster: WTM – Verlag für wissenschaftliche Texte und Medien, Conference mascil (mathematics and science for life) Educating the educators: International approaches to scaling-up Professional development in mathematics And science education, 15-16 December 2014, Essen, Germany. More information
Kullberg, A., Runesson, U. (2015). Examples with variation. Teachers’ choice and use of mathematical examples. The European Conference on Educational Research 2015, Limasol, Cyprus, 25-29 August. More information
Ekdahl, A., Runesson, U. (2015). Teachers’ responses to incorrect answers on missing number problems in South Africa. Primary Mathematics Study on Whole Numbers, June 3-7, 2015, Macau, China. More information
Runesson, U., Venkat, H., Askew, M. (2014). Definitonal vs strategic example spacees for mental strategies. EARLI Special Interest Group 9-Phenomenography and Variation Theory. Oxford, September 1-3 2014. More information
Venkat, H., Askew, M., Runesson, U. (2014). Definitional vs. strategic example spaces for mental strategies. EARLI SIG 9 meeting 2014, Oxford University, Oxford, UK 1-3 September 2014. More information
Kullberg, A., Runesson, U. (2014). Teacher learning reflected in practice – a case study of six mathematics teachers’ teaching. EARLI SIG 9 meeting 2014, Oxford University, Oxford, UK 1-3 September 2014. More information
Mårtensson, P., Runesson, U. (2014). Exploring and finding what must be learned about the constants in a linear function.: Teachers' inquiry into their own practice. World Association of Lesson Studies, WALS, 25-28 November 2014, Bandung, Indonesia.. More information
Kullberg, A., Mårtensson, P., Nilsson, P., Runesson, U., Vikström, A. (2014). Learning study and teachers' change of practice. European Association for Research in Learning and Instruction, SIG 9 conference, 1-3 September 2014, Oxford, UK.. More information
Venkat, H., Ekdahl, A., Runesson, U. (2014). Connections and Simultaneity: Analysing South African G3 Part-part-whole teaching. PME 38/PME-NA 36 Proceedings Conference of the International Group for the Psychology of Mathematics Education and the North American Chapter of the Psychology of Mathematics Education Vancouver, Canada, July 15-20, 2014. More information
Kullberg, A., Runesson, U. (2013). Using simultaneity, variation and invariance to handle the content: Changes in teachers’ teaching of the same topic in mathematics after participation in learning studies. The World Association of Lesson Studies International Conference 2013; Gothenburg, 5-7 September. More information
Kullberg, A., Mårtensson, P., Runesson, U. (2013). Exploration and search for the external and internal horizon of the object of learning. 5th Biennial Conference EARLI 2013 "Responsible Teaching and Sustainable Learning" 27-31 August 2013, Munich, Germany. More information
Kullberg, A., Runesson, U., Mårtensson, P. (2013). Changes in teaching equations with one unknown after participating in learning studies. The 37th Conference of the International Group for thePsychology of Mathematics Education. Kiel, Germany, July 28 –August 02, 2013. More information
Kullberg, A., Runesson, U., Mårtensson, P. (2013). The same task? - different learning possibilities. ICMI Study 22, Oxford, UK, July 2013. More information
Kullberg, A., Mårtensson, P., Runesson, U. (2012). Exploring teachers' investigation of the object of learning: An analysis of A Learning Study about division. The World Association of Lesson Studies International Conference 2012; Singapore, 28-30 November. More information
Runesson, U. (2012). Beyond the lesson plan – the Lesson and Learning Study as teacher research. The World Association of Lesson Studies International Conference 2012; Singapore, 28-30 November. More information
Runesson, U., Wernwik, J. (2012). "It’s about seasonal change, of course": Exploring prospective primary school teachers’ awareness of the object of learning. EARLI SIG 9 meeting 2012, Jönköping University, Jönköping, Sweden 27-28 August 2012. More information
Runesson, U., Kullberg, A., Maunula, T. (2011). A learning study of critical features for learning to add and subtract negative numbers. Annual Conference of the International Group for the Psychology of Mathematics Education (35th, Ankara, Turkey, July 10-15, 2011). More information
Runesson, U. (2011). Learning study – knowledge production for teachers?. The European Conference on Educational Research 2011, Berlin, Germany, 13-16 September. More information
Runesson, U., Gustafsson, G. (2010). Learning study – knowledge production for teachers?. The World Association of Lesson Studies International Conference, Brunei, Darussalam, 9-10 December 2010. More information
Runesson, U. (2009). Reducing or opening up for complexity? The paradox of how to facilitate student learning. 33rd Conference of the International Group for the Psychology of Mathematics Education, Thessaloniki, Greece, 2009. More information
Marton, F., Runesson, U. (2009). Are critical feature of the object of learning in Hong Kong, also critical in Sweden?. 13th EARLI conference, Amsterdam, The Netherlands - August 25 – 29 2009. More information
Runesson, U., Kullberg, A., Maunula, T. (2008). Learning study: a possible way to learn about students’ learning?. The European Conference on Educational Research. Gothenburg, Sweden, September 10-12, 2008.. More information
Ling, L., Runesson, U. (2007). Teachers' learning from learning studies: an example of teaching and learning fractions in primary four. The 31st Conference of the International Group for the Psychology of Mathematics Education PME31, Seoul, Korea, July 8-13, 2007.. More information
Kullberg, A., Runesson, U. (2006). Exploring teaching and learning of letters in algebra: a report from a Learning study. Annual Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). More information
Runesson, U., Mok, I. (2004). Lessons from a small-scale observational study: an example of the teaching of fractions. Annual Meeting of the International Group for the Psychology of Mathematics Education (PME). More information
Liljestrand, J., Runesson, U. (2004). Supporting learning: individualisation and everyday mathematics as learning supporters in the Swedish classroom. Learner’s Perspective Study symposium, December 6-8, 2004, Melbourne, Australia.. More information
Liljestrand, J., Runesson, U. (2004). Supporting learning: on teacher and student interaction when learning about functions and graphs – a comparative perspective. AARE International Educational Research Conference, Melbourne, November 28 – December 2, 2004. More information

Samlingsverk

(2009). Den lärande patienten. Lund: Studentlitteratur More information
(2008). Pedagogiskt arbete: ett forskarutbildningsämne i utveckling vid IPD. Göteborg: Institutionen för pedagogik och didaktik, Göteborgs universitet More information

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