CV Angelika Kullberg
Education
Teacher degree, Göteborgs universitet, 1992
PhD, Göteborgs Universitet, 2010
Positions
2011 2007- 2010
2005-2010
2003-2005
2001- 2005
1998 - 2000
1996- 1997
1992- 1996
Senior lecturer , Department of Pedagogical, curriculum and professional studies,
Göteborgs Universitet
Junior lecturer , Department of Pedagogical, curriculum and professional studies,
Göteborgs Universitet, part.time
PhD programme , Göteborgs Universitet
Research Assistant Göteborgs Universitet 40%.
Teacher position Högadalsskolan, Mölnlycke
Teacher position Tappströmskolan, Ekerö
Teacher position Krungårdsskolan, Blomstermåla
Teacher position Tyska skolan, Göteborg
Research projects
 Lärandets pedagogik (LÄR, Vetenskapsrådets utbildningsvetenskapliga kommitté ,20032006). Principle investigator: Mona Holmqvist, HKr)
 Det andra steget: En prövning av teoribaserad och deltagardriven undervisningsforskning och
hur denna vidmakthålls genom vidareutveckling, LÄRom, (Vetenskapsrådets
utbildningsvetenskapliga kommitté 2007-2010. Principle investigator: Ulla Runesson, HJ)
 Lärares gemensamma kunskapsproduktion”, LGK, (Vetenskapsrådets
utbildningsvetenskapliga kommitté, Principle investigator :Ulla Runesson, HJ)
 Förmågan att sinnligt erfara de tio första talen som nödvändig grund för aritmetiska
färdigheter”, FASETT, (Vetenskapsrådets utbildningsvetenskapliga kommitté, Principle
investigator: Camilla Björklund, GU), co-principle investigator
Publications
Refereed articles
1. Kullberg, A. (2012). Students’ open dimensions of variation for learning. International
journal for Lesson and Learning Studies, 1(2), 168-181.
2. Kullberg, A. (2012). Can findings from learning studies be shared by others?
International journal for Lesson and Learning Studies, 1(3), 232-244.
3. Kullberg, A., & Runesson, U. (2013). Learning about the numerator and denominator in
teacher designed lessons. Mathematics Education Research Journal, 25(4), 547-567.
4. Kullberg, A., & Runesson, U., & Mårtensson, P. (2014). Different possibilities to learn
from the same task. PNA, 8(4), 139-150.
5. Kullberg, A, Runesson, U., Marton, F., Nilsson, P., Vikström, A., Mårtensson, P., &
Häggström, J. (in press). 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, x(x),x-x.
Monograph
6. Kullberg, A. (2010). What is taught and what is learned. Professional insights gained and
shared by teachers of mathematics. Göteborg studies in Educational sciences no 293.
Göteborg: Acta Universitatis Gothoburgensis. (PhD thesis)
Books/Bookchapters
7. Kullberg, A. (2009). Elevers möjligheter att lära sig samma sak i olika klassrum, I U.
Runesson. & K. Rönnerman. (Red.). Pedagogiskt arbete. Ett forskarutbildningsämne i
utveckling på IPD. IPD-rapporter 2008:08.
8. Runesson, U., & Kullberg, A. (2010). Learning from variation. Differences in learners’
ways of experiencing differences. In B. Sriraman, C. Bergsten, S. Goodchild, C.
Michelsen, G. Palsdottir, O. Steinthorsdottir & L. Haapasalo, (Eds.), The Source book on
Nordic Research in Mathematics Education.pp.299-318, Charlotte, NC: Information Age
Publishing.
9. Kullberg, A. (2011). What does it take to learn negative numbers? In J. Emanuelsson, L.
Fainsilber, J. Häggström, A. Kullberg, B. Lindström, & M. Löwing, (Eds.) Voices on
learning and instruction in mathematics, pp. 215-226 Göteborg: National Centre of
Mathematics Education, University of Gothenburg.
10. Emanuelsson, J., Fainsilber, L., Häggström, J., Kullberg, A., Lindström, B., Löwing, M.
(2011). (Eds.) Voices on learning and instruction in mathematics. Göteborg: National
Centre of Mathematics Education, University of Gothenburg.
11. Kullberg, A. (2011). Nycklar till elevernas lärande. I B. Jansson (Red.). Den
utbildningsvetenskapliga kärnan, p. 165-179, Malmö: Gleerup.
12. Runesson, U., Kullberg, A., & Maunula, T. (2011). Sensitivity to student learning – a
possible way of learning to enhance learning? In P. Sullivan & O. Zaslavski, Constructing
knowledge for teaching secondary mathematics: Tasks to enhance prospective and
practicing teacher learning, pp. 263-278, London: Springer.
Refereed proceedings
13. Kullberg, A. &, Runesson, U. (2006). Exploring teaching and learning of letters in
algebra: a report from a Learning study. In Novotná, J., Moraová, H., Krátká, M, &
Stehlíkova, N. (Eds). Proceedings of the 30th Conference of the International Group for
the Psychology of mathematics Education, Vol 1, p. 273. Prague: PME.
14. Kullberg, A. (2007). Different possibilities to learn infinity of decimal numbers. In Woo,
J.H., Lew, H.C., Park, K.S. & D.Y. (Eds.). Proceedings of the 31st Conference of the
International Group for the Psychology of Mathematics Education, Vol 1, p. 319. Seoul:
PME.
15. Kullberg, A. (2007). Can lessons be replicated? In J.H. Woo, H.C. Lew, K.S. Park, &
D.Y. Seo, (Eds.). Proceedings of the 31st Conference of the International Group for the
Psychology of Mathematics Education, Vol 3, pp. 121-128. Seoul: PME.
16. Kullberg, A., Watson, A. & Mason, J. (2009). Variation within, and covariation between,
representations. In M. Tzekaki, M. Kaldrimidou & C. Sakonidis (Eds.), Proceedings of
the 33rd Conference of the International Group for the Psychology of Mathematics
Education. Vol. 3, pp. 433-440. Thessaloniki, Greece: PME.
17. Kullberg, A. (2011). Exploring students’ learning of fractions. In B. Ubuz (Ed.),
Proceedings of the 35th Conference of the International Group for the Psychology of
Mathematics Education. Vol. 1. p. 343. Ankara, Turkey: PME
18. Runesson, U., Kullberg, A. &, Maunula, T. (2011). Learning from learners and teaching.
A learning study of critical features for learning to add and subtract negative numbers. In
B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the
Psychology of Mathematics Education, Vol. 1. pp. 111-114. Ankara, Turkey: PME
19. Kullberg, A. (2013). Low-achieving students’ learning of the density of rational numbers.
Symposium contribution at the Annual American Educational Research Association
conference, AERA, San Francisco 26 April-1 May. Published online AERA web.
20. Kullberg, A., Runesson, U., & Mårtensson, P. (2013). Changes in teaching equations with
one unknown after participating in learning studies. In Lindmeier, A. M. & Heinze, A.
(Eds.). Proceedings of the 37th Conference of the International Group for the Psychology
of Mathematics Education, Vol. 5, p. 93. Kiel, Germany, July 28 – August 02.
21. Kullberg, A., Runesson, U., & Mårtensson, P. (2013) The same task? - different learning
possibilities. In C. Margolinas, C. Task Design in Mathematics Education. Proceedings of
ICMI Study 22.International Commission on Mathematical Instruction (ICMI), ISBN 9782-7466-6554-5
Conference papers
22. Kullberg, A. (2006). From Learning study to Design study. Paper presented at EARLI
SIG 9 Biennial Workshop, 7-9 Dec., University of Hong Kong.
23. Kullberg, A. (2006). Teaching for understanding infinity of rational numbers. Paper
presented at the 2nd Annual Conference on Learning Study, 1-2 Dec., Hong Kong
Institute of Education.
24. Kullberg, A. (2007). Students opening up dimensions of variation for learning negative
numbers. Paper presented at the World Association of Lesson Studies international
conference, 29 Nov-1 Dec., Hong Kong Institute of Education.
25. Kullberg, A. (2008). Relating classroom teaching to student learning about negative
numbers. Paper presented at EARLI SIG 9 Biennal conference, 22-24 May, Kristianstad.
26. Runesson, U., Kullberg, A. & Maunula, T. (2008). Learning study: A possible way to
learn about students' learning. Paper presented at Symposium, ‘Learning study: East and
West’, ECER 10-13 September, Gothenburg. Discussant: John Elliott
27. Kullberg, A. (2009). What is the next number after 0.97? Validating critical features for
learning about density of rational numbers. Paper presented at The World Association of
Lesson studies International Conference, 7-10 December, Hong Kong Institute of
Education.
28. Kullberg, A. (2010). Making use of findings from China in Sweden: teaching non unit
fractions as a part of a group of objects. Paper presented at Nätverksträff för
Fenomenografi och Variationsteori, Göteborgs Universitet, Institutionen för didaktik och
pedagogisk profession, 9-10 November.
29. Kullberg, A. (2010). Is knowledge gained by teachers from learning studies transferable
to other learners? Paper presented at symposium at The World Association of Lesson
studies International conference, 9-10 December, Brunei University. Symposium
presentation, discussed by Catherine Lewis.
30. Kullberg, A. (2011). What is taught and what is learned. Paper presented at The World
Association of Lesson studies International conference, University of Tokyo, Japan, 26-28
November. Symposium “Young researchers’ network”, discussed by Catherine Lewis.
31. Kullberg, A. (2011).What is critical for pupils’ learning of fractions and what does a
critical feature entail? Paper presented at The World Association of Lesson studies
International conference, University of Tokyo, Japan, 26-28 November.
32. Kullberg, A. (2012). Feedback opens and closes dimensions of variation. A case study
about learning fractions in the third grade. Paper presented at the EARLI SIG 9 Variation
theory and Phenomenography biennal conference, 27-28 August, Jönköping, Sweden.
33. Kullberg, A., Runesson, U., & Mårtensson, P. (2012). Exploring teachers’ learning from
three learning studies in mathematics. Paper presented at The World Association of
Lesson studies International conference, University of Singapore, Singapore, 28-30
November.
34. Runesson, U., Kullberg, A., & Mårtensson, P. (2012). Symposium contribution presented
at The World Association of Lesson studies International conference, University of
Singapore, Singapore, 28-30 November.
35. Kullberg, A., Mårtensson, P., & Runesson, U. (2013). Teachers’ exploration and search
for the external and internal horizon of the object of learning. Invited SIG symposia
presentation: The variability of the object of learning. 15th Biennial EARLI conference
Programme book, p. 53. Munic, Germany, August 26-31.
36. 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. Symposia presentation: Does LS make a difference?
Changes in teachers’ teaching of the same topic in mathematics after participation in
learning studies. The World Association of Lesson studies International conference,
Gothenburg, Sweden, September 6-9.
Other publications
37. Kullberg, A. (2004). Tal. delar och oändlighet. En studie om avgörande skillnader i
undervisning och lärande om decimaltal. Institutionen för pedagogik och didaktik, Cuppsats, Göteborgs Universitet.
38. Kullberg A. & Runesson, U. (2007). Möte med bokstäver i matematik. Nämnaren, (1).
39. Kullberg, A. (2011). Vad lär eleverna och vad görs möjligt för dem att lära? Svensk
Förening för Matematikdidaktisk Forskning, nr 17, s. 17-20.
40. Holmqvist, M., Kullberg Borgstrand, C., & Kullberg, A. (2013) . Lesson study and
learning study as teacher research. The World Association of Lesson studies international
conference programme book. Gothenburg: Gothenburg University
41. Kullberg, A., & Runesson, U. (2014). Möte med bokstäver i matematik. I Nämnaren
Tema 10, s. 449-455. Göteborg: Göteborgs Universitet, NCM.
Scientific meetings
2013 Co-chair WALS14 Local organization committé Göteborgs universitet
2014 Co-chair organizing committé EARLI (European Association of Research on Learning
and instruction) SIG 9 (Phenomenography and variation theory) conference in Oxford,
Regents Park College 1-3 September
2014- Member of Scientific committee Lausanne Laboratory Lesson Study, Haute école
pédagogique, (one of four international members) Schweiz
2013 - 2016 Cordinator for EARLI (European Association of Research on Learning and
instruction) SIG9 (Phenomenography and variation theory)
Invited speaker
2008 Invited seminar Title: “Design studies in mathematics: implementing and validating
variation”. Department of Education Oxford University, UK, 16th of October. Moderator:
Anne Watson
2009 Invited presentation at symposium/workshop, SA-SW-lincs project: Developing strategies
for promoting scientific literacy, Title: Learning study and variation, Göteborgs
Universitet 20 October, Moderater: Åke Ingermann, Speakers: Ference Marton and
Angelika Kullberg
2009 Invited presentation at doctoral candidate conference. Title: What difference does
teaching make for student learning?, Hong Kong University 2nd December, Moderator:
Ming Fai Pang
2009 Invited symposium, First Swedish Research Link Symposium on Variation Theory and
Learning Study, Title: What is the next number after 1? Critical features and its effect for
teaching and learning about density of rational numbers, University of Hong Kong, the
3rd and 4th of December. Moderator: Ming Fai Pang and Ference Marton,
2011 Invited roundtable presentation Title: What is taught and what is learned. Discussant
Catherine Lewis, Tokyo University , Japan, 26-28 of November.
2012 Colloquium presentation: In what ways do teachers change their teaching after
participating in learning studies?, Centre for research in mathematics and science
education, San Diego State University, CRMSE , 9 November.
2012 Invited lecture at the doctoral program about learning study and variation theory, Centre
for research in mathematics and science education, San Diego State University, CRMSE,
2 November.
2013 Invited plenary panel speaker, “Variation theory and tasks in mathematics education”,
ICMI- study group 22, 25 July, Oxford University, Oxford.
2013 Invited lecturer Pädagogische Hochschule für NÖ, Baden, Österrike, 13-14 september
2013 Invited SIG symposium EARLI, The variability of the object of learning. Title of
presentation: Teachers’ exploration and search for the external and internal horizon of the
object of learning, 27 August
2013 Presentation på Vetenskapsrådets resultatdialog av Ference Marton och Ming Fai Pangs
VR-projekt, titel på presentation: Effekter av likheter och skillnader mellan exempel valda
att främja lärandet, Stockholms Universitet, 11 november
2014 Invited Keynote speaker, First Korean Mathematics Teachers' Association meeting,
Deajon, South Korea, January 7. (1000 teachers)
2014 Two invited workshops for Korean teachers on Learning study and variation theory,
Deajon, South Korea, January 8.
2014 Invited plenary panel on Variation theory, Lesson study and Realistic mathematics
education (RME), Deajon, South Korea, January 8.
2014 Invited talk at Seoul National University, Seoul, South Korea, January 9
2104 Invited plenary panel on Variation theory, Lesson study and Realistic mathematics
education (RME) for doctoral students, Seoul National University, Seoul, South Korea,
January 9.
2014 Invited speaker on the conference “Learning Study in Teacher Education – Learning
Study as an instrument of reflection and research”, Pädagogische Hochschule, Baden,
Österrike, 22 February
2016 Invited lecture at ICMI13, Topic study group 36: Task design, analysis and learning
environments, 24 July-31 July, Hamburg
Academic visits
2008 Academic visitor at the Department of Education, Oxford University 15th
of October-13th of November.
2012 Visiting professor at CRMSE- Center for Research in Mathematics and Science
Education, San Diego State University, US, 23 Oktober- 13 November.
Reviewer
International Journal of Science and Mathematics Education
Mathematics Education Research Journal
International Journal for Lesson and Learning Studies
Forskning om undervisning och lärande
Research reports PME, [Psychology of Mathematics Education, no 38, 37, 36, 35, 34]
NORMA 14 [Nordic research in mathematics education]
MADIF 8 [Matematikdidaktisk forskningsseminarium]