Lovisa Sumpter

• Sumpter, Lovisa & Sollerman, Samuel (2023). Changes in affect: patterns in Grade 4 and Grade 8 students’ expressed emotional directions. International Journal of Mathematical Education in Science and Technology. ISSN 0020-739X. doi: 10.1080/0020739X.2023.2184279. Fulltekst i vitenarkiv
• Sumpter, Lovisa; Hedefalk, Maria; Eriksson, Helena & Markkanen, Peter (2022). Five year Olds in between Sharing and Division . Philosophy of Mathematics Education Journal. ISSN 1465-2978. Fulltekst i vitenarkiv
• Sumpter, Lovisa & Löwenhielm, Anna (2022). Differences in grade 7 students’ understanding of the equal sign. Mathematical Thinking and Learning. ISSN 1098-6065. doi: 10.1080/10986065.2022.2058160. Fulltekst i vitenarkiv
• Sumpter, Lovisa (2022). “The question is not why I don’t work in a maths department; the question is why should I?” Women mathematicians’ experiences of power relations and gender symbols during their PhD. Education Inquiry. ISSN 2000-4508. doi: 10.1080/20004508.2022.2047445. Fulltekst i vitenarkiv

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• Sumpter, Lovisa; Frid, Staffan & Nortvedt, Guri Anne (2022). Lower secondary school students’ gendered conceptions about mathematics and related careers. Vis sammendrag

  Sweden is considered as one of the leading countries regarding equity work, but at the same time a country with a highly segregated labour market. This is true for graduate education as well, especially in mathematics, but not at secondary level. Previous studies have concluded that mathematics is considered a male domain, but little is known about mathematics and related careers. Here, the focus is on lower secondary students, and an online questionnaire was used. The results show that little gender stereotyping was made by both groups, but there were some nuances in the replies. Boys more often thought that female teachers and mums would reply that it is more important for boys to study mathematics in order to get a good job. Regarding who has the best requisites to study mathematics, the main response was ”Both”. The qualitative replies signal a relatively advanced understanding of gender as a social construct.

• Sumpter, Lovisa; Hedefalk, Maria & Eriksson, Helena (2022). Preschool children’s collective mathematical reasoning about sharing.
• Sumpter, Lovisa; Sumpter, David & Tsvetkova, Milena (2022). Upper secondary school students' gendered self-evaluation in mathematics. Vis sammendrag

  Self-evaluation is considered one of the key concepts when trying to understand motivation, and it is gaining more interest especially when looking at the age span 15-18 years. Previous studies in self- evaluation and mathematics tend to use data from international large scales assessments, arriving with rather ambiguous conclusions, and smaller studies tend to use only one measure without control factors. The aim of this paper was to test the hypothesis that boys are more confident than girls in mathematics, while using Swedish as a control subject. A questionnaire was handed out to 399 upper secondary school students from different regions in Sweden, both vocational programmes and programmes preparing for further studies. Using both non-parametric analysis and linear regression, the results support the hypothesis. The relationship to the idea of confidence gap is discussed.

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