Mirela Vinerean-Bernhoff

Forskning

My research interests are devoted in the first years of my career mainly to kinetic theory and related topics. I was mainly working with the discrete velocity models (DVMs) for the Boltzmann equation, i.e. models where the velocity variable (or a corresponding variable) only takes a finite number of values, for them. It is a well-known fact that DVMs can approximate the Boltzmann equation up to any order. In my work I considered the general problem of the construction of discrete kinetic models (DKMs) with given conservation laws. This problem was first stated in connection with discrete models of the Boltzmann equation (BE), when it became clear that the velocity discretization can lead to equations with spurious conservation laws. The problem has been addressed in the last decade by several authors. Even though a practical criterion for the non-existence of spurious conservation laws has been devised, and a method for enlarging existing physical models by new velocity points without adding non-physical invariants has been proposed, a general algorithm for the construction of all normal (physical) discrete models with assigned conservation laws, in any dimension and for any number of points, was still lacking in the literature. We developed such a general algorithm in our work. We introduced the most general class of discrete kinetic models and obtain a general method for the construction and classification of normal DKMs. In particular, it is proved that for any given dimension d ≥ 2 and for any sufficiently large number N of velocities there is just a finite number of distinct classes of DKMs. We applied the general method in the particular cases of discrete velocity models (DVMs) of the inelastic BE and elastic BE. Using our general approach to DKMs and our results on normal DVMs for a single gas, we developed a method for the construction of the most natural (from physical point of view) subclass of normal DVMs for binary gas mixtures (they have the property that by isolating the velocities of single gases involved in the mixture, we also obtain normal models). In a joint work with Niclas Bernhoff we introduced generalizations to DVMs for multiple-component mixtures. We also developed some general algorithms for constructing such models. We showed that we can construct a supernormal DVM for any given number of species and any given rational mass ratios.

Another part of my research is founded on my interest in education. In this direction, my research has focused on improving mathematics education, particularly in engineering and STEM fields, by integrating digital tools and innovative teaching methods, with all findings emerging from empirical and qualitative studies. Early on, I explored how software like GeoGebra and dynamic visualizations could help students understand geometry better and improve teaching practices. These studies provided deep insights into how digital tools can enhance mathematical learning. I also redesigned first-year engineering mathematics courses by incorporating digital learning spaces, flipped classrooms, and automated assessments to boost student engagement and foster deeper learning, all grounded in empirical data and qualitative observations. I developed formative assessment tools that provide real-time, personalized feedback to both students and lecturers, with a special focus on mathematics, using qualitative methods to assess their impact on the learning process.

As my research progressed, I focused on developing digital tools for teacher education, such as interactive mathematical maps and self-evaluation matrices, to support both students and teachers in their learning journeys. These tools were tested through empirical studies to understand their effectiveness in enhancing teacher education. I also worked on helping prospective teachers design tasks for gifted students and examined the challenges faced by first-year engineering students transitioning from secondary to tertiary education, using qualitative research to explore the underlying factors influencing these challenges.

In recent years, my focus has shifted towards how emerging technologies, such as AI, VR, and AR, can transform mathematics teaching. I’ve investigated how generative AI tools can support both pre-service and in-service teachers in enhancing their content knowledge and teaching practices, with my studies providing qualitative insights into their effectiveness. I’ve also explored how AI can improve STEM education through teacher professional development programs. Additionally, I’ve examined the potential of virtual reality to teach complex mathematical concepts and augmented reality tools to enhance learning for first-year engineering students, relying on empirical and qualitative data to evaluate the impact on student engagement and understanding. Another key project I’ve worked on is developing a support platform for engineering students, providing 24/7 academic support and fostering peer-to-peer learning to address challenges like workload and stress. Through all these efforts, my research has aimed to improve teaching and learning outcomes in mathematics across various levels and contexts, with all results firmly rooted in empirical and qualitative research.

Research and pedagogical projects presented in descending chronological order (linked to own publications that are outputs of these projects)

• AI teacher education (2025, ongoing) in collaboration with Phuong Pui and Yvonne Liljekvist (Kau): This research project investigates the integration of generative AI (GenAI) tools into the learning and teaching of mathematics for both pre-service and in-service mathematics teachers enrolled in a university Geometry course at KAU (April-June 2025). The study explores how teachers at various career stages engage with GenAI to enhance their mathematical content knowledge and pedagogical skills. Through weekly structured tasks, participants utilized GenAI tools to solve geometric problems, varying the difficulty of tasks and reflecting on their experiences. The research aims to evaluate how GenAI can assist in problem creation and material design, and how teachers balance AI-generated outputs with their mathematical and pedagogical judgment. Key findings reveal that while GenAI facilitates creative problem generation and enhances efficiency, its effectiveness depends on the users’ expertise in prompting and evaluating AI outputs, emphasizing the need for strong subject-specific knowledge. The study also highlights how GenAI can foster professional growth, supporting teachers in improving their instructional materials rather than replacing their expertise (Bui et al., 2025, Bui et al., 2026 (submitted)).

• AI STEM (2025) in collaboration with Susanne Walan (Kau): This pilot study explores how a structured Teacher Professional Development (TPD) model—combining workshops, collaborative discussions, and classroom trials—can support primary school teachers in using generative AI (GenAI) for STEM teaching and foster AI literacy. Eleven teachers from grades 4–6 used tools like ChatGPT, Copilot, and Gemini for lesson planning, creating tasks, explanations, and interdisciplinary links between math and science. Data were gathered from workshop discussions and a post-intervention questionnaire, analyzed through frameworks on pedagogical content knowledge (PCK) and AI literacy. Teachers found GenAI useful for idea generation, differentiated tasks, and interdisciplinary planning, but faced challenges with inaccuracies, unrealistic timing, and the need to adapt outputs to their context. The project highlights how teachers can develop effective prompting, evaluate AI outputs, and integrate GenAI to enhance teaching quality and build AI literacy through sustained, collaborative learning (Walan & Vinerean, 2026 (submitted)).

• Discord (2024, ongoing) in collaboration with Asaad Fallaha, Maarouf Fallaha and Jimmy Karlsson (amanuenses and PhD students at Kau): the project proposes an innovative approach to supporting engineering students in mathematics courses by creating a dynamic Discord-based platform. Designed to address common challenges such as academic workload, stress, and time constraints, the platform serves as a round-the-clock resource where students can engage in discussions, request guidance on course material, join study groups, and receive personalized assistance from experienced teaching assistants. This independent resource is not tied to any specific curriculum and is available to all engineering students at the university, providing continuous academic and mental support. By fostering peer-to-peer learning, mentorship, and creating a sense of community, the project has shown significant positive outcomes, including enhanced student engagement, reduced isolation, and improved academic performance. The use of Discord, a widely accessible and user-friendly platform, has been a key factor in facilitating collaboration, allowing students to receive support whenever needed. The results highlight the potential for such platforms to improve the overall educational experience and well-being of engineering students. (Fallaha et al., 2024; Karlsson et al. (2025))

• STACK SIBIU (2024, ongoing) in collaboration with Augusta Ratiu and Florin Sofonea (University of Sibiu, Romania). This study shares insights from an ongoing study that explores first-year university students' perceptions when working with Calculus tasks in the computer-aided assessment (CAA) system STACK. The students, who are new to digital learning platforms and digital tools when learning mathematics, also engage with several types of formative feedback, including immediate automated feedback from STACK and visual feedback from GeoGebra.

The study aims to understand how students interact with these digital tools and how they perceive their effectiveness in learning mathematics. With large student groups in first-year engineering courses, personalized support is limited, making automated feedback an essential part of the learning process. However, the feedback often only provides correct/incorrect responses, which may not offer enough guidance for student improvement. To address this, the study incorporates non-traditional tasks designed to generate customized, formative feedback through the combination of STACK and GeoGebra.

Data gathered from student surveys will provide valuable insights into their experiences, attitudes, and the challenges they face when using these tools. The findings will contribute to enhancing digital assessment strategies and supporting better learning outcomes in large-scale engineering mathematics courses. (Vinerean et al., 2025)

• Virtual Reality when teaching and learning mathematics project (2024-2025) in collaboration with Bettina Dahl (Aalborg University in Denmark): This project explores the use of virtual reality (VR) to help engineering students understand mathematics, focusing on the vector cross product within a problem-based learning (PBL) framework. In a 3D VR environment, students collaborate to manipulate vectors affecting spatial objects, solving problems like correcting distorted objects by adjusting vectors. The study, conducted at two universities (Aalborg University in Denmark and Karlstad University in Sweden), gathered feedback from students on their VR learning experiences. Most reported positive outcomes, noting improved understanding and motivation, though some experienced motion sickness and wanted more control over vector manipulation. The research highlights VR's potential to make abstract math concepts more tangible, fostering collaboration and offering an engaging alternative to traditional methods. Tasks included experimenting with sun positioning to observe shadow changes and fixing distorted objects using the cross product and the right-hand rule. The final task involved applying these concepts in real-life scenarios, such as creating a hole to evade a UFO attack. Early tests at AAU showed promising results, while more refined testing at Karlstad University demonstrated the effectiveness of VR in making abstract concepts more intuitive, though usability improvements were suggested. Both studies contribute valuable insights into VR's role in enhancing mathematics education. (Dahl et al., 2025)

• Interactive Augmented Reality to Extend Students’ Vector Experience (2023-2024) in collaboration with Ala Alaqra, John Sören Pettersson, and Linus Geewe (Kau): The project addresses the challenges faced by first-year engineering students in connecting basic vector algebra with graphical representations. We identified that experiencing vectors in real-world applications could significantly enhance the learning process. To tackle this issue, we introduced a novel approach using digital technologies, specifically augmented reality (AR). We developed a vector manipulation tool using a video see-through head-mounted display, allowing users to interact with virtual vectors placed within a real-world environment. The primary goal of the project was to explore whether experiencing vectors in augmented reality would positively influence students' understanding of vector concepts (Geewe et al., 2024). The project further explores how AR can enhance the understanding of advanced topics in vector geometry, such as the vector equation of a straight line, an area that many students find difficult. The interactive, immersive AR experience aims to help students better grasp these complex concepts.

• Problem posing for prospective primary teachers (2023-2024) in collaboration with Yvonne Liljekvist, Karin Våge (Kau), and Israel Garcia-Alonso, Diana Sosa-Martin (La Laguna university, Spain): This project is a preliminary study on the types of fraction problems posed by prospective primary teachers (PPT). It analyzes 61 tasks created by 21 PPTs, focusing on their plausibility, reasonability, and mathematical structure. The goal was to assess whether PPTs could pose coherent and varied problems. The study found that most problems were plausible and reasonable, though there was limited variety in mathematical structures, with most tasks being additive in nature. Only a few involved multiplicative operations, and none involved ordering or conceptual tasks. The results suggest that while PPTs can create realistic problems, there's room for greater diversity in the types of problems they pose, especially in terms of complexity and mathematical structures. This research highlights the potential for further development in training PPTs to pose a wider range of mathematical problems (Garcia-Alonso et al., 2024).

• Erasmus+ Cooperation in Higher Education project PYTHAGORAS 2021-1-RO01-KA220-HED-000032258 (2022-2025) (I acted as coordinator for Kau; the team was together with Maria Fahlgren, Mats Brunström ) https://www.pythagoras-grant.eu PYTHAGORAS project strived to develop policies that will make learning Mathematics
more inclusive, efficient, enjoyable and real, connecting Mathematics teaching with real life cases linked to the students’ fields of study. All project outcomes and activities were tailored to address the prerequisites of the partner institutions for undergraduate students regarding their fundamental mathematics background. These perquisites were checked from all aspects: (1) mathematical content, (2) mathematical processes, (3) views about the nature of mathematics, and (4) personal characteristics of students & teachers (personal – and academic ones). Inside Pythagoras, KAU’s team was responsible for the work-package dedicated to constructing digital tasks for engineering students with automatic and formative feedback using the CAA system STACK (Vinerean et al., 2025).

• Digital Technology in Engineering Mathematics Education project (2022-2025) in collaboration with Maria Fahlgren, Mats Brunström, Yosief Wondmagegne (Kau), Marina Marchisio Conte, Alice Barana, Fabio Roman, and Matteo Sacchet (Turin University Italy): This is a joint development and research international project concerning digital solutions in the form of automatic assessment systems, in combination with dynamic mathematics software. The project focuses on the design of technology-enhanced learning environments where students are encouraged to collaboratively explore and discover mathematical relations to foster their mathematical thinking. Motivated by rapid advances in digital technologies for automated assessment and their growing potential for formative assessment through improved algorithms, grading, adaptivity, and feedback, the study responds to calls for computer-aided assessment (CAA) tasks that go beyond procedural skills and better target higher-order mathematical thinking. Specifically, it investigates example-generation tasks focused on understanding and qualitatively analyzes students’ responses stored in the CAA system to evaluate how effectively the tasks expanded students’ example spaces across the two educational settings. The findings show differences in students’ example spaces between the Swedish and Italian contexts, highlighting both key strengths of the task and areas where the task design could be improved (Fahlgren et al., 2024; Barana et al., 2025a; Barana et al., 2025b).

• Prospective teachers constructing mathematical activities for gifted pupils using dynamic geometry software (2021-2022) in collaboration with Maria Fahlgren (Kau), Attila Szabo (Stockholm University) and Bharath Sriraman (University of Montana, USA): This study investigates the impact of an instructional intervention aimed at prospective teachers (PTs) in Sweden, focusing on mathematical giftedness and how to create tasks for gifted pupils in mixed-ability classrooms. The PTs, who had no prior knowledge of giftedness, participated in a seminar about mathematical giftedness and problem-solving, which emphasized the ability of gifted pupils to generalize mathematical relationships. The PTs then used dynamic geometry software (DGS) to design mathematical activities that challenged gifted students. The results revealed that most of the activities successfully addressed key traits of gifted pupils, particularly their ability to generalize mathematical concepts, suggesting that even a brief seminar can significantly enhance PTs' awareness and preparedness to support gifted learners. This finding calls for more systematic inclusion of giftedness in Swedish teacher education to better equip teachers for diverse classrooms. (Vinerean et al., 2021; Szabo et al., 2020; Fahlgren et al., 2022; Szabo et al., 2022)

• Measuring students’ beliefs concerning the double discontinuity in university mathematical studies (2021-2022) in collaboration with Yvonne Liljekvist (Kau), and Elif Bengu (Abdullah Gül University, Turkey) (Vinerean et al., 2023) The study explores the challenges faced by first-year engineering students during the transition from secondary to tertiary education, specifically in mathematics courses. High dropout rates, particularly in math-intensive programs, are often linked to difficulties that go beyond cognitive factors, such as personal, organizational, and social challenges. This research, involving 308 students from three European universities, identifies critical dimensions affecting the transition: personal (balancing life and managing workload), organizational (quality of teaching and assessment conditions), and social (building peer relationships and coping with the social climate). By analyzing responses from a questionnaire, the study highlights differences and similarities across countries, finding that while cognitive challenges are significant, social and emotional aspects—such as stress, confidence, and social integration—play a pivotal role in students' success. The results suggest that improving the secondary-tertiary transition requires a holistic approach that addresses not only academic rigor but also the emotional and social adaptation of students to the new university environment. (Vinerean et al., 2022; Vinerean et al., 2023)

• Self-evaluation matrices: digital tool supporting both students and lecturers (2020-2022) in collaboration with Yvonne Liljekvist, and Lena Nässla (Kau): This project focuses on improving mathematics education for engineering students, particularly addressing the challenges of large student groups and the transition from high school to university-level mathematics. The primary goal is to develop a digital tool within the Learning Management System (LMS) that allows students to self-evaluate their progress on mathematical tasks. By analyzing these self-evaluations, the project identifies students in need of additional support and those ready for more challenging tasks. The tool also provides teachers with ongoing feedback, allowing them to adapt their teaching to meet the diverse needs of students. Conducted over two consecutive years, the project adapted to the Covid-19 pandemic, transitioning from face-to-face to online learning, demonstrating the tool's flexibility and effectiveness in both settings. The project's aim is to foster differentiated instruction, improve self-study habits, and identify high-ability students early to offer them more challenging tasks, all while providing formative feedback to enhance teaching strategies and student outcomes. (Vinerean et al., 2021; Vinerean and Nässla, 2022)

• Erasmus+ Capacity Building project iTEM, EAC/A05/2017 (2019-2021) (I acted as co-coordinator for Kau together with Adrian Muntean): iTEM stands for the innovative Teaching Educating in Mathematics and is a Capacity Building Project in Higher Education funded by the Erasmus Plus Program. Its main objective was to improve the teaching, learning, and understanding of 1st-year Mathematics among Engineers in Europe. The iTEM consortium consists of 16 Academic Institutions as partners, where their efforts are supported by the participation of 15 Associated Partners. The consortium has received 1.000.000 Euros to implement its objectives by December 2021.

• Digital Interactive Mathematical Maps (2019, ongoing) in collaboration with Yvonne Liljekvist (Kau), and Matthias Brandl (University of Passau, Germany) This is a complex project that incorporates many different studies with different purposes, some still ongoing. Phase 1 of this project focuses on the development and evaluation of the Digital Interactive Mathematical Maps (DIMMs) as a tool to bridge the "double discontinuity" experienced by prospective teachers transitioning from school to university mathematics and back to teaching. The primary aim is to create a meaningful connection between these different levels of mathematical understanding, enabling future educators to link academic knowledge with practical teaching applications. The project is implemented in a geometry course and an analysis course for upper secondary teachers, where the DIMM tool is used to visualize historical and conceptual relationships in mathematics, allowing students to explore the development of mathematical ideas over time. Early findings indicate that the DIMM is perceived as both useful and easy to use, promoting a dynamic, process-oriented view of mathematics and fostering a deeper understanding of its evolving nature. This phase lays the groundwork for further research into the tool's effectiveness in enhancing teacher education by supporting the transfer of academic knowledge to practical teaching scenarios. Phase 2 of the project focused on implementing a bridging teaching strategy in a second-semester geometry course at Karlstad University, where Narrative Didactics was combined with Digital Interactive Mathematical Maps. This phase encouraged students to create historical-oriented narratives to motivate mathematics topics of their choice, using information from the mathematical timeline and map. The aim was to integrate diverse contexts, mathematical, historical, emotional, and narrative, into the learning process. The evaluation of students’ work demonstrated the potential of this interdisciplinary approach, showing that combining elements from different STEAM fields could enrich learning, foster deeper engagement with mathematical concepts, and support more sustainable learning experiences both in university and school settings. The results pointed to a promising synergy between narrative storytelling and technology in mathematics education, enhancing the learning experience through emotional and contextual connections. Phase 3 of the project aimed to explore the effectiveness of the DIMMs as a tool for enhancing the learning experience of creative and gifted pupils. Conducted with 40 pupils (grades 8-10) and 10 teachers at the Centre of Excellence in Sibiu, Romania, the project utilized the DIMM to provide a dynamic and visual approach to learning mathematics. The tool helps address the fragmented nature of traditional curricula by visualizing the historical evolution of mathematical disciplines like geometry, algebra, and stochastics, and incorporates tasks from mathematical competitions. Pupils engaged with the historical development of geometry, while both students and teachers evaluated the tool's functionality through questionnaires. The study aimed to assess how effectively the DIMM facilitated deeper understanding and supported learning in a contextual, interactive manner. (Przybilla et al., 2021a, 2021b, 2022; Brandl and Vinerean, 2022, 2023, 2025; Brandl et al., 2023, 2024; Vinerean et al. 2023a, 2023b)

• Challenge (2019, ongoing) in collaboration with Yvonne Liljekvist and Elisabet Mellroth (Kau): Since 2019, I started a project Kau, aimed to provide extra-curricular challenges for highly able engineering students studying mathematics, a relatively uncommon initiative in Sweden. Based on the belief that all students need challenges to develop mathematical knowledge, and that enrichment should be interest-based, the project offers voluntary participation for students. It targets those who enjoy mathematics but find university-level courses too easy, aiming to nurture their motivation and deepen their interest in the subject. The project provides two challenge paths: a theory path focusing on proof and mathematical exploration, and a problem-solving path that encourages creativity and theory adaptation. Students can earn extra marks on their final exam by completing these challenges, with their achievements assessed through written solutions and oral presentations. Preliminary results gather by surveys and interviews suggest the project enhances mathematical growth and boosts student motivation. (Mellroth et al., 2019; Vinerean et al., 2025)

• Formative Automatic Feedback to Foster Engineering Students' Mathematical Thinking (2020-2023) in collaboration with Maria Fahlgren, Mats Brunström, Yosief Wondmagegne (Kau): The project generated knowledge about how a carefully designed combination of two digital technologies, a computer-aided assessment system and a dynamic mathematics software environment, was used to enhance students’ engagement and conceptual understanding in mathematics. A key motivation was the well-known difficulty of designing automated assessment tasks, including formative feedback, that genuinely supported students’ mathematical thinking. Using a design-based research approach, the project developed and refined task-and-feedback design principles through two year-long trial cycles. Each cycle included: (a) preparation and design, (b) implementation, and (c) analysis and refinement. Refinement was guided by investigating how students interacted with the digital learning environment. Data included student responses on exams, surveys and students use and responses to different kinds of feedback (see Brunström et al., 2020; Wondmagegne et al., 2021; Fahlgren et al., 2022; Brunström et al., 2022).

• Various digital learning spaces for a first-year engineering mathematics course (stating 2016, ongoing): Initiated and led the stepwise, research-informed redesign of the first-year engineering mathematics course Foundation Course in Mathematics (7.5 ECTS) at Karlstad University (300+ students/year; 8 programs), with overall responsibility as course coordinator, main teacher, and examiner. The project responds to well-documented challenges in the secondary–tertiary transition (e.g., dropout risk, limited teacher contact in large cohorts, heterogeneous prior knowledge) by restructuring the course through multiple digital learning spaces that balance teacher-led instruction, supported self-study, and structured peer learning (Vinerean, 2022). Key developments include the introduction of inquiry-based GeoGebra activities and a redesigned assessment emphasizing reasoning and conceptual understanding (Brunström et al., 2016), complemented by recorded resources and flipped-classroom elements to increase flexibility and enable collaborative work. To strengthen formative feedback and scalability, computer-aided assessment was implemented using Möbius and later studied in combination with dynamic mathematics software, with results disseminated internationally (Brunström et al., 2020; Wondmagegne et al., 2021; Fahlgren et al., 2022; Brunström et al., 2022). To support students’ self-regulation, the SETTM self-evaluation tool was developed and refined to provide weekly anonymous self-assessment and actionable teacher analytics (Vinerean et al., 2021; Vinerean & Nässla, 2022; Mellroth et al., 2019). Further initiatives target both progression and engagement: an extra-curricular challenge track for highly able students to deepen proof competence and non-routine problem solving (Vinerean et al., 2025), and a broader investigation of first-year students’ needs beyond purely cognitive dimensions (Vinerean et al., 2023). In response to post-pandemic needs for continuous and accessible support, a Discord-based “round-the-clock” study help environment was established and evaluated (Fallaha et al., 2024; Karlsson et al., 2025). Finally, to address persistent difficulties with conceptual visualization, VR-based tasks were piloted to connect calculus concepts to more applied and experience-based representations (Geewe et al., 2024; Dahl et al., 2025).

• Project "An exploratory approach to engineering mathematics using GeoGebra" (2015): funded by development grants from Karlstad university for flexible education and blended learning, this project addressed the need for change and modernization in a first-semester mathematics course for engineering bachelor students. Our aims were to strengthen students’ understanding of mathematics as a core component of the program, promote deeper learning, and identify efficient ways to communicate mathematical concepts.

The project aligns with current research in tertiary mathematics education. We introduced a partially flipped classroom model, using screencast lectures to provide flexible, accessible learning resources and to free up scheduled time for student-centered activities. Dynamic visualizations were incorporated to support conceptual understanding, and the assessment was partly redesigned by introducing GeoGebra laboratory assignments (Brunström et al., 2016).

• Project” Wallenbergs Minnesfond” (2010): Funded by Stiftelsen Marcus och Amalia Wallenbergs Minnesfond, this project was carried out in collaboration with the high school Älvkullen in Karlstad. The project had three phases. First, we offered an in-service professional development course for Älvkullen’s mathematics teachers, focusing on how to use GeoGebra and how to integrate it effectively into mathematics instruction. Second, GeoGebra was implemented in the school’s mathematics courses with ongoing support from the university. Third, we evaluated the outcomes and conducted research on the pedagogical approaches used throughout the project.

• Project “Geometry with project” (2009): I developed an advanced (D-level) course in Geometry that traces the development of the subject across major traditions and frameworks, including Euclidean, analytic, and vector geometry, as well as differential and non-Euclidean geometry. The course concludes with an independent project component, where participants can choose to focus either on mathematical content or on mathematical didactics. The course was designed for professional development for junior lecturers in the Department of Mathematics at Karlstad university, and it also served as a PhD-level course for doctoral students in mathematics and mathematics didactics.

• Project “Datorstöd i matematikkurser” (2007) Within the course “Pedagogy for University,” I investigated how the use of computers and educational software influences the teaching and learning of mathematics at the university level. I explored this in particular in a C-level Geometry course: Cabri Géomètre was used to support learning in classical and analytic geometry, while Wolfram Mathematica was used for topics in differential geometry.

Undervisning

Undervisar matematik kurser inom ingenjörsutbildningen och lärarutbildningen.

Biografi

Född 4 juli 1974 i Sibiu, Rumänien.
Utbildnig: - ämneslärare i matematik och datavetenskap (1997 Rumänien);

- doktor i matematik (2005 Karlstad)

Jobbar på Kau sedan 1 juli 2001 (doktorand i matematik 2001-2005 i FMB Uppsala, vikarierande universiteslektor 2006, postdok 2007-2010 i FMB Uppsala, universiteslektor sedan 2011).
Gift; har två barn.

Education:

◦ M.Sc. in Mathematics and Informatics, "Lucian Blaga" University, Sibiu Romania, 1997 (Diploma as teacher in Mathematics and Informatics, 1997).

◦ Licentiate Exam, Karlstad University Sweden, March 26, 2004 (Diploma, April 15 2004).

◦ PhD thesis defence, Karlstad University Sweden, December 16, 2005 (Diploma, December 22 2005).

Pedagogical Education:

◦ Permanent Teaching Education Exam, "Babes-Bolyai" University, Cluj-Napoca Romania, 1999.

◦ Higher Education Pedagogy, 15 ECTS, 400 hours, Karlstad University, 2007-09-05

◦ Subject Didactic Research and Development Work, 7.5 ECTS,
200 hours, Karlstad University, 2010-04-28

◦ Supervision Training for Doctoral and Licentiate Students, UPE
200 hours, Karlstad University, 2021-03-17

◦ Chat-GPT & AI: Academic Integration, UPE, 30 hours, Karlstad University 2025-05-08

◦ Building your pedagogical portfolio: Group supervision (BMP-2601), UPE, 50 hours, Karlstad University, 2026- (ONGOING)

Utvalda publikationer

Publications Mirela Vinerean(-Bernhoff)-presented in descending chronological order

A. Peer-reviewed original articles, book chapters and books

1. Bui, P., Vinerean, M., & Liljekvist, Y. (2026, accepted). Comparing Gen AI Adoption in Pre - and In-Service Mathematics Teachers. LUMAT: International Journal on Math, Science and Technology Education. https://doi.org/10.31234/osf.io/w7nva_v1

2. Mellroth, E., Chamberlin, S. A., Liljekvist, Y, Mattsson, L, Szabo, A., & Vinerean, M. (2025). Proceedings of the 14th International Conference on Mathematical Creativity and Giftedness (MCG 14): Part of the Combined ECHA and igMCG Conference on Inclusion and Sustainability in Gifted Education, Karlstad University Studies, ISSN 1403-8099 ; 2025:22. https://doi.org/10.59217/dpxm4482

3. Geewe, L., Vinerean-Bernhoff, M., Alaqra, A. S., & Pettersson, J. S. (2024). Interactive Augmented Reality to Extend Students’ Vector Experience. The International Journal for Technology in Mathematics Education, 31(2), 61–70. https://doi.org/10.1564/tme_v31.2.04

4. Fahlgren, M., Barana, A., Brunström, M., Conte, M. M., Roman, F., Sacchet, M., Vinerean-Bernhoff, M., & Wondmagegne, Y. (2024). Example-Generation Tasks for Computer-Aided Assessment in University Mathematics Education: Insights from a Study Conducted in Two Educational Contexts. International Journal of Research in Undergraduate Mathematics Education, 10, 732-753. https://doi.org/10.1007/s40753-024-00252-4

5. Vinerean, M., Liljekvist, Y., Brandl, M., & Przybilla, J. (2023). Didactical usefulness of Interactive Mathematical Maps-Designing activities supporting student teachers’ learning. Nordic Studies in Mathematics Education, 28(3-4), 77–102. https://doi.org/10.7146/nomad.v28i3-4.149072

6. Vinerean, M., Liljekvist, Y., & Bengu, E. (2023). “Literally I grew up” Secondary-Tertiary Transition in Mathematics for Engineering Students beyond the Purely Cognitive Aspects. Open Education Studies, vol. 5, no. 1, 2023, pp. 20220184. https://doi.org/10.1515/edu-2022-0184

7. Brandl, M. & Vinerean, M. (2023). Narrative Didactics in Mathematics Education: Results from a University Geometry Course. Open Education Studies, 5(1), pp. 20220186. https://doi.org/10.1515/edu-2022-0186

8. Vinerean, M., Fahlgren, M., Szabo, A., & Sriraman, B. (2021). Prospective teachers constructing dynamic geometry activities for gifted pupils: Connections between the frameworks of Krutetskii and van Hiele. Gifted Education International. 0(0), 1-22. https://doi.org/10.1177/02614294211046544

9. Bernhoff, N. & Vinerean, M. Discrete Velocity Models for Mixtures Without Nonphysical Collision Invariants. (2016). J Stat Phys 165, 434–453. https://doi.org/10.1007/s10955-016-1624-7

10. Bobylev, A., Vinerean, M. & Windfäll, A. (2010). Discrete velocity models of the Boltzmann equation and conservation laws. Kinetic and Related Models, 3(1), 35-58. https://doi.org/10.3934/krm.2010.3.35

11. Vinerean, M. C., Windfäll, Å., & Bobylev, A. V. (2010). Construction of normal discrete velocity models of the Boltzmann equation. Il Nuovo cimento della Società italiana di fisica. C, 33(1), 257. https://doi.org/10.1393/ncc/i2010-10563-7

12. Bobylev, A.V. & Vinerean, M.C. Construction of Discrete Kinetic Models with Given Invariants. (2008). J Stat Phys 132, 153–170 https://doi.org/10.1007/s10955-008-9536-9

13. Bobylev, A., & Vinerean-Bernhoff, M. (2007). Construction and classification of discrete kinetic models without spurious invariants. Riv. Mat. Univ. Parma (7) 7 (2007), pp. 1-80, 7. https://www.rivmat.unipr.it/vols/2007-7/indice.html

14. Bobylev, A. V.& Vinerean, M. C. (2006). Discrete kinetic models and conservation laws. Modelling and Numerics of Kinetic Dissipative Systems, Nova Science Publishers Inc.

Editor: Pareschi, Lorenzo and Russo, Giovanni and Toscani, Giuseppe ISBN: 1594545030, pp. 147-162. https://www.researchgate.net/publication/230860014_Modelling_and_numerics_of_kinetic_dissipative_systems

B. Peer-reviewed conference contributions

1. Karlsson, J., Fallaha, M., Fallaha, A. & Vinerean-Bernhoff, M. (2025). Supporting Engineering Students in Mathematics: Exploring Interaction Patterns in an Online Tutoring Platform. In: Conference on Digital Tools in Mathematics Education.

https://kau.diva-portal.org/smash/record.jsf?pid=diva2%3A2030363&dswid=-2262

2. Vinerean, M., Mellroth, E., & Liljekvist, Y. (2025). Detecting, inspiring, and challenging highly able students in university mathematics. In E. Mellroth, S. A. Chamberlin, Y. Liljekvist, L. Mattsson, A. Szabo & M. Vinerean (Eds.), Proceedings of the 14th International Conference on Mathematical Creativity and Giftedness (IGMCG 2025, 16–19 June 2025), Karlstad, Karlstad University. https://doi.org/10.59217/dpxm4482

3. Brandl, M., & Vinerean, M., (2025). Digital Interactive Mathematical Maps in Fostering Courses. In E. Mellroth, S. A. Chamberlin, Y. Liljekvist, L. Mattsson, A. Szabo & M. Vinerean (Eds.), Proceedings of the 14th International Conference on Mathematical Creativity and Giftedness (IGMCG 2025, 16-19 June 2025), Karlstad, Karlstad University. https://doi.org/10.59217/dpxm4482

4. Barana, A., Brunström, M., Marchisio Conte, Fahlgren, M., M., Roman, F., Sacchet, M, Vinerean, M., & Wondmagegne, Y. (2025). On students’ perception of explorative, translation, and example-generation tasks for understanding Calculus in one variable. In Proceedings of the Learning and Teaching of Calculus Across Disciplines 2, 16-20 June 2025, Milan, University of Milan.

5. Dahl, B., Timcenko, O., Vinerean, M., Harel, N., Abou-Hayt, I., Christensen, R. B., & Rasmussen, M. G. (2025). Engineering students’ experience with the vector cross product in a virtual reality environment. In M. Bosch, G. Bolondi, S. Carreira, S. Spagnolo, & M. Gaidoschik (Eds.), Proceedings of the Fourteenth Congress of European Research in Mathematics Education (CERME14). Free University of Bozen-Bolzano and ERME (pp. 2189-2196). European Society for Research in Mathematics Education . https://hal.science/hal-05237719v1

6. Barana, A., Marchisio Conte, M., Roman, F., Sacchet, M, Vinerean, M., & Wondmagegne, Y. (2025). Graphical tasks with graphical feedback on limits of functions to support abstract reasoning. Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy. ⟨hal-05298035⟩

7. Fallaha, M., Fallaha, A., & Vinerean, M. (2024). Delivering Round-the-Clock Study Support in Mathematics Courses to Engineering Students Using Discord: An Experience Report. In J. Dehler Zufferey, G. Langie, R. Tormey & B. V. Nagy (Eds.), Book of Proceedings for the 52nd Annual Conference of the European Society for Engineering Education (SEFI, 2-5 September 2024), (pp. 1427-1436), Lausanne, Ecole Polytechnique Fédérale de Lausanne (EPFL), Switzerland and the European Society for Engineering Education (SEFI).

8. Alaqra, A. S., Geewe, L., Pettersson, J. S., & Vinerean, M. (2024). Konkretisering genom virtualisering av vektorbegrepp: Interdisciplinärt försök att öka ingenjörsstudenters engagemang i abstrakta begrepp. I Carina Vikström (Red.), Bidrag från Högskolepedagogisk utvecklingsdag 2023: Del 1 (Vol. 1–2024:1, s. 105–122). Karlstads universitet https://kau.diva-portal.org/smash/record.jsf?aq2=%5B%5B%5D%5D&c=2&af=%5B%5D&searchType=LIST_LATEST&sortOrder2=title_sort_asc&query=&language=no&pid=diva2%3A1927175&aq=%5B%5B%5D%5D&sf=all&aqe=%5B%5D&sortOrder=author_sort_asc&onlyFullText=false&noOfRows=50&dswid=5295

9. Brandl, M., Hackstein, U., Vinerean, M., & Liljekvist, Y. The digital interactive mathematical map for geometry. In A. G. Rodrigues, T. Lowrie, F. Emprin, M. Abboud, J. Adams, J. Adler, & Zhihao, C. (2024). Proceedings of the Twenty-Sixth ICMI Study: Advances in Geometry Education. In 26th ICMI study: Advances in Geometry Education. IREM de Reims. ⟨hal-04577863v2⟩

10. Garcia-Alonso, I. Sosa-Martin, D., Vinerean, M., Våge, K., & Liljekvist, Y. (2024). Prospective primary teachers posing problems: some characteristics. In J. Häggström, C. Kilhamn, L. Mattsson, H. Palmér, M. Perez, K. Pettersson, A. Röj-Lindberg, & A. Teledahl (Eds.), Proceedings of MADIF 14 The fourteenth research conference of the Swedish Society for Research in Mathematics Education (MADIF14, 19-20 March 2024) (pp. 148), Örebro, Örebro University and SMDF. https://www.diva-portal.org/smash/get/diva2:1874462/FULLTEXT01.pdf

11. Brandl, M., Hackstein, U., Vinerean, M., & Liljekvist, Y. (2023). Teaching Mathematics with Digital Interactive Mathematical Maps (DIMMs) for Geometry, Algebra and Calculus. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 2299–2300). Alfréd Rényi Institute of Mathematics and ERME. ⟨hal-04406003⟩

12. Vinerean, M., Brandl, M., & Liljekvist, Y. (2023). Promoting favourable beliefs of prospective math teachers concerning the nature of mathematics by using Interactive Mathematical Maps. In M. Trigueros, B. Barquero, R. Hochmuth & J. Peters (Eds.), Proceedings of the Fourth conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022) (pp. 574–575), Hannover, University of Hannover and INDRUM. https://hal.science/INDRUM2022/public/INDRUM2022_Proceedings.pdf

13. Szabo, A., Vinerean, M., Fahlgren, M., & Sriraman, B. (2022). Prospective teachers constructing dynamic geometry activities in order to challenge gifted pupils. In 12th International Conference on Mathematical Creativity and Giftedness (MCG 12), Las Vegas, United States of America, 25-28 September, 2022 (pp. 265-271). WTM–Verlag für wissenschaftliche Texte und Medien. https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1705139&dswid=-4696

14. Przybilla, J., Brandl, M., Vinerean, M., & Liljekvist, Y. (2022). Digital mathematical maps – results from iterative research cycles. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti. (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 4793-4800). Free University of Bozen-Bolzano and ERME. https://hal.archives-ouvertes.fr/hal-03754749/

15. Vinerean, M. (2022). Various digital learning spaces for first-year mathematics courses. In Jakobsson, N., & Vikström, C. (Eds.). (2022). Bidrag från universitetspedagogisk konferens 2021. Karlstads universitet. https://kau.diva-portal.org/smash/record.jsf?pid=diva2%3A1798517&dswid=-9882

16. Brunström, M., Fahlgren, M., Vinerean, M., Wondmagegne, Y. (2022). Designing for a combined use of a dynamic mathematics software environment and a computer-aided assessment system. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferrettti (Eds.), Proceedings of the Twelfth Congress of the European Research Society in Mathematics Education (CERME12). (pp. 3764–3771). Free University of Bozen-Bolzano and ERME. ⟨hal-03753410⟩

17. Fahlgren, M., Brunström, M., Vinerean, M., & Wondmagegne, Y. (2022) Designing tasks and feedback utilizing a combination of a dynamic mathematics software and a computer-aided assessment system. In U.T. Jankvist, R. Elicer, A. Clark-Wilson, H.-G. Weigand, & M. Thomsen (Eds.), Proceedings of the 15th International Conference on Technology in Mathematics Teaching (ICTMT 15) (pp. 272–279). Aarhus University. https://pure.au.dk/ws/portalfiles/portal/331650453/Proceedings_of_the_15th_International_Conference_on_Technology_in_Mathematics_Teaching_ICTMT_15_VoR.pdf

18. Fahlgren, M., Szabo, A., & Vinerean, M. (2022). Prospective teachers designing tasks for dynamic geometry environments. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 2526–2533). Free University of Bozen-Bolzano and ERME. ⟨hal-03747493⟩

19. Brandl, M., & Vinerean, M. (2022). Narrative Didactics in Mathematics Education: Results from a University Geometry Course. In F.B. Soares, A.P. Lopes, C. Pinto, & J. Mendonça (Eds.), Book of Abstracts of the First International Conference – Building Bridges in STEAM Education in the 21sr Century (BBC’22) (p. 34). Porto Accounting and Business School & Porto School of Engineering. https://doi.org/10.26537/20625

20. Vinerean, M., & Nässla, L. (2022). Various digital learning spaces for first-year mathematics courses. In Håkansson, H. (Eds.). (2022). Bidrag från 8:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. (pp.162–164). Karlstads universitet. https://www.diva-portal.org/smash/get/diva2:1646924/FULLTEXT01.pdf

21. Vinerean-Bernhoff, M., Pinto, C., Mendonça, J., & Babo, L. (2022). PYTHAGORAS – Erasmus+ project for STEM education. In F.B. Soares, A.P. Lopes, C. Pinto, & J. Mendonça (Eds.), Book of Abstracts of the First International Conference – Building Bridges in STEAM Education in the 21sr Century (BBC’22) (p. 41). Porto Accounting and Business School & Porto School of Engineering. https://doi.org/10.26537/20625

22. Wondmagegne, Y., Brunström, M., Fahlgren, M., Vinerean, M. (2022). Digitala verktyg för att stötta ingenjörsstudenters matematiska tänkande. In Håkansson, H. (Eds.). (2022). Bidrag från 8:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. (pp.172–174). Karlstads universitet. https://www.diva-portal.org/smash/get/diva2:1646924/FULLTEXT01.pdf

23. Vinerean, M., Liljekvist, Y., & Bengu, E. (2022). Secondary-tertiary Transition in Mathematics for Engineering Students: Results from a Study with Focus beyond the Purely Cognitive Aspects. In F.B. Soares, A.P. Lopes, C. Pinto, & J. Mendonça (Eds.), Book of Abstracts of the First International Conference – Building Bridges in STEAM Education in the 21sr Century (BBC’22) (p. 34). Porto Accounting and Business School & Porto School of Engineering. https://doi.org/10.26537/20625

24. Vinerean, M., Nässla, L. & Liljekvist, Y. (2021) Self-evaluation in mathematics education for engineering students - a digital tool supporting both students and teachers. In Jakobsson, N., & Vikström, C. (Eds.). (2021). Från campus till online: Bidrag från universitetspedagogisk konferens. Karlstads universitet. https://www.kau.se/files/2021-10/full_paper_36210_d63e76f7-bce4-4627-a8cf-dc9f72df0dd0.pdf

25. Przybilla, J., Vinerean-Bernhoff, M., Brandl, M., & Liljekvist, Y. (2021). Rooms of Learning – A conceptual framework for student-centered teaching development in a digital era. Working Papers in Mathematics Education, 2021(2), 1–40. https://www.diva-portal.org/smash/get/diva2:1609427/FULLTEXT01.pdf

26. Przybilla, J., Brandl, M., Vinerean, M., & Liljekvist, Y. (2021). Interactive mathematical maps – A contextualized way of meaningful learning. In G. A. Nortvedt, N. F. Buchholtz, J. Fauskanger, F. Hreinsdóttir, M. Hähkiöniemi, B. E. Jessen, J. Kurvits, Y. Liljekvist, M. Misfeldt, M. Naalsund, H. K. Nilsen, G. Pálsdóttir, P. Portaankorva-Koivisto, J. Radišić & A. Wernberg (Eds.), Bringing Nordic mathematics education into the future. Proceedings of NORMA 20. The ninth Nordic Conference on Mathematics Education (pp. 209–216). SMDF. NORMA_20_preceedings.pdf https://www.diva-portal.org/smash/record.jsf?faces-redirect=true&aq2=%5B%5B%5D%5D&af=%5B%5D&searchType=SIMPLE&sortOrder2=title_sort_asc&query=&language=sv&pid=diva2%3A1523043&aq=%5B%5B%5D%5D&sf=all&aqe=%5B%5D&sortOrder=author_sort_asc&onlyFullText=false&noOfRows=50&dswid=5940

27. Brunström, M., Fahlgren, M., Vinerean, M., & Wondmagegne, Y. (2020). Computer-aided assessment based on dynamic mathematics investigations. In A. Donevska-Todorova, E. Faggiano, J. Trgalová, L. Zsolt, R. Weinhandl, A. Clark-Wilson, & H. G. Weigand (Eds.), Proceedings of the Tenth ERME Topic Conference MEDA 2020 (pp. 413-414), Johannes Kepler University. https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1475528&dswid=-9113

28. Szabo, A., Vinerean, M., & Fahlgren, M. (2020). Surveying prospective teachers’ conceptions of GeoGebra when constructing mathematical activities for pupils. In A. Donevska-Todorova, E. Faggiano, J. Trgalová, L. Zsolt, R. Weinhandl, A. Clark-Wilson, & H. G. Weigand (Eds.), Proceedings of the Tenth ERME Topic Conference MEDA 2020 (pp. 131-132), Johannes Kepler University. https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1523192&dswid=-4970

29. Mellroth, E., Vinerean, M., Boström, M. & Liljekvist, Y. (2019). Differentiated instruction using Learning Management Systems in upper secondary school and university level – a research proposal. In M. Nolte (Eds.), Proceedings of the 11th International Conference on Mathematical Creativity and Giftedness (MCG11), Hamburg, Germany, August 22-24, 2019. https://d-nb.info/1193877903/34#page=381

30. A. V. Bobylev & M. C. Vinerean. (2012) Symmetric extensions of normal discrete velocity models. AIP Conf. Proc. 1501, 254–261 (2012). https://doi.org/10.1063/1.4769516

31. A. V. Bobylev & M. C. Vinerean (2007) General Methods of the Construction of Discrete Kinetic Models with Given Conservation Laws, Rarefied Gas Dynamics, M.S.Ivanov and A.K.Rebrov, eds., Publishing House of the Siberian Branch of the Russian Academy of Sciences, Novosibirsk, 2007, pp. 209-214.

Övrigt

Publications Mirela Vinerean(-Bernhoff)-presented in descending chronological order

A. Peer-reviewed original articles, book chapters and books

9. Bernhoff, N. & Vinerean, M. Discrete Velocity Models for Mixtures Without Nonphysical Collision Invariants. (2016). J Stat Phys 165, 434–453. https://doi.org/10.1007/s10955-016-1624-7

12. Bobylev, A.V. & Vinerean, M.C. Construction of Discrete Kinetic Models with Given Invariants. (2008). J Stat Phys 132, 153–170 https://doi.org/10.1007/s10955-008-9536-9

14. Bobylev, A. V.& Vinerean, M. C. (2006). Discrete kinetic models and conservation laws. Modelling and Numerics of Kinetic Dissipative Systems, Nova Science Publishers Inc.

B. Peer-reviewed conference contributions

https://kau.diva-portal.org/smash/record.jsf?pid=diva2%3A2030363&dswid=-2262

30. A. V. Bobylev & M. C. Vinerean. (2012) Symmetric extensions of normal discrete velocity models. AIP Conf. Proc. 1501, 254–261 (2012). https://doi.org/10.1063/1.4769516

Other contributions on conferences, seminars and webinars.

1. Vinerean, M. (2026). Blivande och verksamma matematiklärares engagemang med generativ AI i en universitetskurs i geometri. Studiedagarna på Sundsta-Älvkullegymnasiet Karlstad

2. Vinerean, M. (2025) Geometri från Euklides till Einstein - en matematisk resa genom tiderna. Matematik specialisering för gymnasieelever på SÄG Karlstad, Karlstads universitet.

3. Vinerean, M. & Bernhoff, N. (2025) Understanding Successful Applications - Explore real-life case studies of successful funding proposals and discuss what contributed to their high evaluation scores. International Conference on How to Write a Convincing Academic CV and Proposal Writing Training for Career Development, Sibiu, ULBS University, Romania.

4. Vinerean, M. (2025) AI Tools for Academic Writing and CV Development. International Conference on How to Write a Convincing Academic CV and Proposal Writing Training for Career Development, Sibiu, ULBS University, Romania.

5. Vinerean, M., Fallaha, M., & Fallaha, A. (2024). Round-the-Clock studiestöd i matematikkurser till förstaårsingenjörsstudenter via Discord. KauKan 2024: AI i undervisning och examination – möjligheter och utmaningar, Karlstads universitet, 26 september 2024.

6. Vinerean, M. & Brandl, M. (2024) Digital Interactive Mathematical Maps and Teaching Mathematics. Keynote talk at ERASMUS+ project: Ancient Greek mathematicians today and the use of STEAM in teaching, Sibiu, 22-26 April 2024.

7. Vinerean, M., Ratiu, A., & Constantinescu, N. (2024) Innovating methods for teaching and learning: constructing and implementing examples in a computer assessment system (STACK). INNOVATIVE STRATEGIES FOR TEACHING AND LEARNING MATHEMATICS, Workshop for teacher trainers, La Laguna University, Tenerife, Spain, March 11 – March 15 2024.

8. Vinerean, M., Ratiu, A., & Sofonea, F. (2024) Experiencing Calculus via STACK and GeoGebra. Teaching & Learning Mathematics – Summer School for Students, ISEP Porto, 21-25 of October, 2024, Porto.

9. Vinerean, M., Ratiu, A., & Sofonea, F. (2024) Designing digital learning environment by merging a dynamic mathematics system and a computer-aided assessment system. Invited talk at 11th International Week 3rd ATHENA International Week, Hellenic Mediterranean University, 27-31 of May, 2024, Chania, Crete.

10. Brunström, M., Fahlgren, M., Vinerean, M. & Wondmagegne, Y. (2023) Example-generating tasks in a computer-aided assessment system. The 1st Northern e-Assessment Meeting. University of Trondheim, Trondheim, Norway, 31 May–2 June, 2023.

11. Vinerean-Bernhoff, M., Brunström, M., & Fahlgren (2023) Example-generating tasks in a computer-aided assessment system. 2st Pythagoras Progress Meeting, La Laguna University, Tenerife, Spain, 28-29 September, 2023.

12. Vinerean, M. & Brandl, M. (2022) Research in Mathematics Education: Digital Interactive Mathematical Maps - An example for a combination of design-based and qualitative-empirical methods within an international scientific cooperation. Keynote talk at TDID - ECR Conference, Tradition, Development and Innovation in Didactics, Bobes-Bolyai University of Cluj, Romania.

13. Vinerean, M., & Sofonea, F. (2022) Pythagoras: Erasmus+ Partnership project for cooperation in higher education. Symposium ITEM 2022, Innovation on Teaching Mathematics at HEI: Experiences on Classroom, La Laguna University, Tenerife, Spain, March 15 – March 18 2022.

14. Brunström, M., Fahlgren, M., Vinerean-Bernhoff, M., & Wondmagegne, Y. (2022) Digital tools to support first year students' mathematical thinking. Øresundsdagen 3 Conference on introductory courses in university mathematics, 2 Nov 2022, Lund University.

15. Vinerean-Bernhoff, M. and Taub, D. (2022) Visualiseringar som ett verktyg för att fördjupa förståelse samt för att lösa matematiska problem. Matematikbiennalen 2022: Hållbar matematikundervisning - hållbart för eleverna, lärarna, samhället och framtiden, Linnéuniversitet.

16. Brunström, M., Fahlgren, M., Vinerean, M. & Wondmagegne, Y. (2021) On embedding dynamic mathematical tools into computer-aided assessment systems - preliminary findings from a pilot study. The 20th SEFI/SIG Seminar, Mathematics in Engineering Education, University of Agder, Kristiansand, Norway, June 17 – 18th.

17. Vinerean-Bernhoff, M. (2021) Developing new digital tools to improve mathematics teaching for engineering students. Invited talk at INSTEAD VII Workshop on Innovative Teaching Methodologies for Math Courses on Engineering Degrees, ISEP Porto, 5 July 2021. https://www.isep.ipp.pt/Page/ViewPage/insteadVII_speakers

18. Vinerean-Bernhoff, M. and Taub, D. (2020) Geometri som en underutnyttjad lösningsmetod, Matematikbiennalen 2020: Hållbar matematikundervisning - hållbart för eleverna, lärarna, samhället och framtiden, Linnéuniversitet.

19. Vinerean, M. & Fahlgren, M. (2020) Formative Automatic Feedback to Foster Engineering Students' Mathematical Thinking. iTEM Project Webinar in Mathematics Education, October 16, 2020, Hellenic Mediterranean University, Crete, Greece.

20. Vinerean, M., Liljekvist, Y.& Mellroth, E. (2020). University students’ self-evaluation: digital solutions for identifying highly motivated students. Poster presentation at 14th International Congress on Mathematical Education, Shanghai, China, July 12-19 2020.

21. Vinerean, M., Przybilla, J., Brandl, M. (2020) Blended Learning and innovative learning tools. Webinar on Transition to Online Education from the Face-to-Face (f2f) teaching, April 27, May 4 and May 7 2020, Hellenic Mediterranean University, Crete, Greece. https://www.facebook.com/iroteicrete/videos/731124217437015/

22. Vinerean, M. (2019) An innovative approach to engineering mathematics using dynamic mathematical software. Poster presentation 2st ITEM Progress Meeting, Copenhagen, Aalborg University, October 28-30, 2019.

23. Vinerean-Bernhoff, M. and Liljekvist, Y. (2018) Låt eleverna undersöka räta linjens ekvation, Matematikbiennalen 2018: Matematik - en förunderlig resa, Karlstads universitet.

24. Vinerean, M. (2018) Geometri från Euklides till Einstein, Pi-dagen 2018, Karlstads universitet.

25. Brunström, M., Mossberg, E. & Vinerean, M. (2017). An exploratory approach to engineering mathematics using GeoGebra. Poster presentation at the 18th SEFI Mathematics Working Group Seminar, Gothenburg, Sweden.

26. Vinerean, M. & Brunström, M. (2017) Workshop GeoGebra. Sonja Kovalevsky-dagarna 2017. https://www.kau.se/matematik/aktuellt/kalender/sonja-kovalevsky-dagarna-2016/forelasare/halla-dar-mirela-vinerean

27. Vinerean, M. & Brunström, M. (2016). Utforska och analysera matematiska frågor i en dynamisk digital miljö. Sonja Kovalevsky-dagarna 2016. https://www.kau.se/matematik/aktuellt/tidigare-aktiviteter/sonja-kovalevsky-dagarna-2017/program

Publikationer

Proceedings of the 14th International Conference on Mathematical Creativity and Giftedness (MCG 14) - Part of the Combined ECHA and igMCG Conference on Inclusion and Sustainability in Gifted Education
Redaktör - 2025
Supporting Engineering Students in Mathematics: Exploring Interaction Patterns in an Online Tutoring Platform
Jimmy Karlsson, Maarouf Fallaha, Asaad Fallaha, Mirela Vinerean-Bernhoff - 2025
Delivering Round-the-Clock Study Support in Mathematics Courses to Engineering Students Using Discord - An Experience Report
Maarouf Fallaha, Asaad Fallaha, Mirela Vinerean-Bernhoff - 2024
Delivering Round-the-Clock Study Support in Mathematics Courses to Engineering Students Using Discord: An Experience Report
Maarouf Fallaha, Asaad Fallaha, Mirela Vinerean-Bernhoff - 2024
Example-Generation Tasks for Computer-Aided Assessment in University Mathematics Education - Insights From A Study Conducted in Two Educational Contexts
Maria Fahlgren, Alice Barana, Mats Brunström, Marina Marchisio Conte, Fabio Roman, Matteo Sacchet, Mirela Vinerean-Bernhoff, Yosief Wondmagegne - 2024
Interactive Augmented Reality to Extend Students' Vector Experience
Linus Geewe, Mirela Vinerean-Bernhoff, Ala Sarah Alaqra, John Sören Pettersson - 2024
Konkretisering genom virtualisering av vektorbegrepp - Interdisciplinärt försök att öka ingenjörsstudenters engagemang i abstrakta begrepp
Ala Sarah Alaqra, Linus Geewe, John Sören Pettersson, Mirela Vinerean - 2024
The digital interactive mathematical map for geometry
Mattias Brandl, Urs Hackstein, Mirela Vinerean-Bernhoff, Yvonne Liljekvist - 2024
“Literally I Grew Up” Secondary–Tertiary Transition in Mathematics for Engineering Students beyond the Purely Cognitive Aspects
Mirela Vinerean-Bernhoff, Yvonne Liljekvist, Elif Bengu - 2023
Narrative Didactics in Mathematics Education - Results from a University Geometry Course
Matthias Brandl, Mirela Vinerean-Bernhoff - 2023
Designing for a combined use of a dynamic mathematics software environment and a computer-aided assessment system
Mats Brunström, Maria Fahlgren, Mirela Vinerean, Yosief Wondmagegne - 2022
Designing tasks and feedback utilizing a combination of a dynamic mathematics software and a computer-aided assessment system
Maria Fahlgren, Mats Brunström, Mirela Vinerean-Bernhoff, Yosief Wondmagegne - 2022
Prospective teachers constructing dynamic geometry activities for gifted pupils - Connections between the frameworks of Krutetskii and van Hiele
Mirela Vinerean-Bernhoff, Maria Fahlgren, Attila Szabo, Bharath Sriraman - 2022
Prospective teachers designing tasks for dynamic geometry environments
Maria Fahlgren, Attila Szabo, Mirela Vinerean-Bernhoff - 2022
Interactive Mathematical Maps - A contextualized way of meaningful Learning
Johannes Przybilla, Matthias Brandl, Mirela Vinerean, Yvonne Liljekvist - 2021
Rooms of Learning - A conceptual framework for student-centered teaching development in a digital era
Johannes Przybilla, Mirela Vinerean-Bernhoff, Matthias Brandl, Yvonne Liljekvist - 2021
Computer-aided assessment based on dynamic mathematics investigations
Mats Brunström, Maria Fahlgren, Mirela Vinerean-Bernhoff, Yosief Wondmagegne - 2020
Surveying prospective teachers’ conceptions of GeoGebra when constructing mathematical activities for pupils
Attila Szabo, Mirela Vinerean, Maria Fahlgren - 2020
Differentiated instruction using learning management systems in upper secondary school and university level - A research proposal
Elisabet Mellroth, Mirela Vinerean-Bernhoff, Mattias Boström, Yvonne Liljekvist - 2019
An exploratory approach to engineering mathematics using GeoGebra
Mats Brunström, Eva Mossberg, Mirela Vinerean-Bernhoff - 2016
Discrete Velocity Models for Mixtures Without Nonphysical Collision Invariants
Niclas Bernhoff, Mirela Vinerean - 2016
Symmetric extensions of normal discrete velocity models
Alexander Bobylev, Mirela Vinerean (Bernhoff) - 2012
Construction of Normal Discrete Velocity Models of the Boltzmann Equation
Mirela Vinerean, Åsa Windfäll, Alexander Bobylev - 2010
Discrete velocity models of the Boltzmann equation and conservation laws
Alexander Bobylev, Mirela Vinerean (Bernhoff), Åsa Windfäll - 2010
Construction of Discrete Kinetic Models with Given Invariants
Alexander Bobylev, Mirela Vinerean-Bernhoff - 2008
Construction and Classification of Discrete Kinetic Models without Spurious Invariants
Alexander Bobylev, Mirela Vinerean-Bernhoff - 2007
General Methods of the Construction of Discrete Kinetic Models with Given Conservation Laws
Alexander Bobylev, Mirela Vinerean-Bernhoff - 2007
Discrete Kinetic Models and Conservation Laws
Alexander Bobylev, Mirela Vinerean-Bernhoff - 2006
Discrete Kinetic Models and Conservation Laws
Mirela Cristina Vinerean - 2005
On the construction of normal discrete kinetic models
Mirela Vinerean-Bernhoff - 2005
Classification of Normal Discrete Kinetic Models
Mirela Vinerean-Bernhoff - 2004