Jesper Boesen

Research

Jesper Boesen’s research focuses on assessment in mathematics education, mathematical reasoning, and the relationship between test design and classroom practice. His work has examined how different forms of assessment influence teaching, learning, and curriculum enactment, contributing both theoretical and empirical insights into the nature of mathematical competencies.

He has published in leading international journals and contributed to edited volumes, technical reports, and policy analyses. His studies on assessment practices, creativity in mathematics, and national-scale professional development have been widely cited and have informed national and international discussions on mathematics education and teacher learning.

Boesen has also played key roles in major EU-funded research collaborations, serving as Principal Investigator for Sweden in GEM, MOST, ProSTEM, and IncluSMe. His research leadership has extended to the development of practice-based approaches to educational inquiry, where he worked to connect academic research with the needs and knowledge of schools and professionals.

Biography

Jesper Boesen is Associate Dean for Collaboration and Internationalization at the School of Education and Communication, Jönköping University. In this role, he advances the university’s international engagement and strengthens partnerships across educational systems, research institutions, and professional communities.

He has previously served as Scientific Leader for the research environment Practice Based Educational Research and held multiple leadership positions at Jönköping University and the University of Gothenburg, including Head of Department, Head of the Unit for Outreach and Cooperation, and Director of the Centre for the Educational Sciences and Teacher Research.

Boesen earned his doctoral degree in mathematics with a subject-didactic focus from Umeå University and became Associate Professor of Mathematics Education in 2016. Earlier in his career, he contributed extensively to national test development and educational measurement initiatives and worked as a teacher of mathematics and social sciences.

Throughout his professional trajectory, he has been engaged as an expert, assessor, and board member for organisations including the Swedish Research Council, UKÄ, Deutsche Telekom Stiftung, Matematikksenteret (NTNU), and SMEER, reflecting his long-standing commitment to research-informed educational development.