Teacher education, school year 4–9 (in Sweden, i.e. approx. 10–16 years old), in the two subjects physical education and mathematics. The Swedish School of Sport and Health Sciences (Stockholm), and Stockholm University.
Bachelor of Science with major in mathematics. Department of Mathematics, Stockholm University.
Licentiate of Philosophy, mathematics. Department of Mathematics, Stockholm University.
Supplement courses in mathematics at undergraduate level (15 credit points). Department of Mathematics, Stockholm University.
Doctor of Philosophy, mathematics education. Department of Mathematics, Linköping University.
University pedagogy I and II (3.0 and 4.5 credit points respectively). Centre for University Teaching and Learning, Stockholm University.
Course for supervisors at doctoral level (two-day seminar). Faculty of Science, Stockholm University.
The two most important projects currently (written in April 2019): Pilot project with comparative judgement in Calculus 1. Another project is how student teachers explain the solving of linear equation, a comparative study between students in Norway and Sweden.
2018/19: MA-163 Calculus 1. Supervisor for master students. Examiner and support in MA-146, MA-921, MA-922 og MA-923.
Teacher in lower and upper secondary school in Sweden. Doctoral student and teacher at Linköping University. Associate professor at Stockholm University.
Teaching courses in mathematics and at different levels in mathematics education in the teacher education at Stockholm University. Teaching courses at different levels in mathematics education in the teacher education at Linköping University. Teaching calculus and first course in mathematics/mathematics education at the teacher education (GLU 5.–10.) at the University of Agder.
Supervising and examining students’ dissertations at bachelor level at Stockholm University and Linköping University. Supervising students’ dissertations at master level at the University of Agder. Examining student’s dissertation at master level at the Norwegian University of Science and Technology, Trondheim.
Supervising students at a course in mathematics/mathematics education for in-service teachers at school level 1.–7. (MOOC), University of Agder.
Collaboration with Paul Andrews (Stockholm University) in several projects. An ongoing project deals with student teachers’ explanations of solutions to first grade equations. Data come from students in Norway and Sweden respectively. There are also existing data from Cyprus (Cypriote and Greek students) to be involved at later stages, as well as plans to collect more data, e.g. in Denmark and Finland.
Collaboration with Kerstin Pettersson (Stockholm University). An ongoing project about students’ understanding of proof by mathematical induction. Data come from university students in Sweden and Norway.
Earlier collaboration with Sinéad Breen (St Patrick’s College, Drumcondra, Ireland), Ann O’Shea (National University of Ireland Maynooth), Kerstin Pettersson (Stockholm University), regarding a project analysing students’ concept images of inverse functions in Ireland and Sweden respectively.
Larson, Niclas; Pettersson, Kerstin (2018). Proof by induction – the role of the induction basis. Skrifter från Svensk förening för matematikdidaktisk forskning. ISSN: 1651-3274. 12s 99 - 107.
Breen, Sinéad; Larson, Niclas; O'Shea, Ann; Pettersson, Kerstin (2017). A study of students' concept images of inverse functions in Ireland and Sweden. Nordisk matematikkdidaktikk. ISSN: 1104-2176. 22 (4). s 85 - 102.
Andrews, Paul; Larson, Niclas (2017). Analysing genomgång: a Swedish mathematics teaching lesson event. Nordisk matematikkdidaktikk. ISSN: 1104-2176. 22 (3). s 85 - 105.
Andrews, Paul; Larson, Niclas (2017). Swedish upper secondary students' perspectives on the typical mathematics lesson. Acta Didactica Napocensia. ISSN: 2065-1430. 10 (3). s 109 - 121.
Last changed: 2.04.2019 20:04