An analysis of preservice teachers in a school-based practice setting, teaching pupils in mathematical modelling, is presented. Using data from the practice of mathematics educator, insight is sought to bring attention on preservice teacher’s development in teaching and learning mathematical modelling. Analyzing the preservice teachers’ Learning Loop in relation to the pupils’ Learning Loop: There are several points of contact where both the preservice teachers and the pupils are involved in the same context which give important input to the preservice teachers’ Learning Loop. The experiences from these points of contacts can at a later stage strengthen the PTs’ learning and professional development. One episode gives the PTs valuable input into risk-taking when the pupils are thinking critically about mathematics. An important result of this study should be to inspire the PTs to take risks in teaching mathematical modelling.

We investigate data taken for the January 2019 survey on preservice teachers’ understandings on argumentation, digital tools, modelling and multilingual classrooms. Using multiset canonical correlation analysis, we show that there is a significant association between all four topics. We take a look at which claims on each topic that show up in the result of this analysis. Also, we take a look at what research that has been done previously on preservice teachers’ understandings on these given topics, in order to try to find possible explanations of this association.

An epistemological gap may sometimes cause problems for students to proceed in their epistemic ways of acting. In my talk I will show how the phenomenon of the epistemological gap between teachers and students was identified and how it can be bridged by so-called emergent tasks, these are teacher moves in classroom interaction which take the students‘ situational interests up and transform them into tasks to overcome the students‘ obstacles. In a project with pre-service teacher students emergent tasks were further explored, then the concept was transformed into a tool for teaching and embedded into a conception for inclusive teaching in mathematics.

Hva kjennetegner gode eksemplariske eksempler som vi kan bruke for å utvikle studentenes dybdekunnskap innen enkelte matematiske tema og samtidig gi dem mulighet for didaktisk refleksjon? I LATACME har det vært samlet mange gode eksempler fra praksis og undervisning som inkluderer aktuell matematikk på barnetrinnet og didaktiske poeng og dilemmaer som kan bidra til GLU-studenters læring.

På LATACME-seminaret 17.03., inviterer vi til workshop der vi kikker på noen eksemplariske eksempler fra elevers arbeid med programmering, modellering og arbeid i klasser med språklig mangfold. Vi vil se på hvordan arbeid med eksemplariske eksempel kan deles inn i ulike faser gjennom ulike utfordringer og fokus. Eksemplene er ikke ferdige, men vil være utgangspunkt for diskusjon. I workshop vil vi alle utfordres til å tenke gjennom hvilke eksempler vi selv har som kan utvikles og deles i en kommende ressursbank faglærere kan ta i bruk i GLU.

We highlight some critical aspects of students’ collaboration, while programming in the mathematics classroom, with the Scratch programming tool. We take a closer look at what students’ working together through programming in Scratch can offer mathematics education, in relation to the development of critical democratic competence in mathematics.

Mobile technologies are everywhere in our lives. We use them to communicate, research, process, record experiences, and for entertainment. They influence the way we interact in the world, the way we live. We use them in work and play. How might they change the teaching and learning process? This presentation explores the ways that using mobile technologies have the potential to change teaching and learning in mathematics – with both student engagement and mathematical thinking. While also considering Virtual Reality and social media, the focus will be the affordances of mobile technologies, and creating opportunities for collaboration and inquiry within socio-material assemblages.

In Norway, curriculum documents require in early childhood teachers to integrate digital resources into their work. Therefore, teacher educators need to know how best to support preservice teachers to evaluate apps that encourage young children’s mathematical engagement. To identify preservice teachers’ initial understanding about such evaluations, thirteen screen recordings of kindergarten preservice teachers evaluating apps were analysed, using Artifact-Centric Activity Theory. The results show that preservice teachers could identify several aspects of the relationships between apps, children and mathematics, which could become the basis for mathematics teacher education about evaluating apps.

In this paper, I investigate practices in teacher education for language-responsive teaching of mathematics. I use action-research in a mathematics education course for primary school (grades 1-7), to systematically investigate my practices to support pre-service teachers in identifying language demands of modelling activities. Two themes of practices were identified regarding teaching about supporting communication and supporting multimodality. These practices were associated with pre-service teacher actions of talking, noticing, planning, and applying language-responsiveness. The paper concludes with recommendations for further changes and improvements in these practices. The study contributes to insights on improving teacher education practice for preparing language-responsive mathematics teachers.

Although critical mathematics education has been promoted as supporting learners to engage with social justice issues, there has been little research on how learners anticipate using mathematics to make a case for a change in behaviour by an audience. The aim of this study was to identify how small groups of preservice teachers discussed the kinds of mathematical representations needed to convince specific audiences to change their behaviour. It was found that the preservice teachers took into consideration their chosen audience’s background experiences and mathematical knowledge. As well as considering the kinds of representations which were most likely to be convincing for these audiences, the preservice teachers discussed whether their calculations should be available for scrutiny in their presentations.

Worldwide, students have experienced the impacts of the COVID-19 pandemic. This paper investigates students’ reflexive discussion of the consequences of measures taken during the pandemic in Norway. Socio-critical mathematics perspectives are used as a theoretical framework when analysing 13-14- year-old students’ discussions of the pandemic. The students read, discuss, and present findings from media articles provided by their teacher. We found that the students identify and use mathematics-based argumentation when reflecting on cultural, social, economic, and political aspects from their own real world. They ask questions, investigate, listen to peers’ argumentation, show awareness of, and discuss challenging issues like mental health, increased violence during home-schooling, unemployment and loss of income, and increasing inequality in society. We suggest that mathematics education students reflexive discussion of wicked problems. Keywords: Socio-critical mathematics perspective, mathematical representation, reflexive discussion, wicked problems.

For my trial lecture, I have been asked to give a lecture on parental views on mathematical education of young children in light of X theory, by which X is ONE of the theories used in my thesis. My trail lecture describes Bruner’s narrative construction and how it could have been used to answer my three main research questions for my PhD project. My lecture aimed to show how Bruner’s narrative construction could be used to analyse the data collected for my PhD in relation to the three overall research questions of my thesis;

1. How can parents’ views on mathematics activities for young children be identified?
2. What do parents’ value in mathematics education for young children?
3. What might influence parents’ views on mathematics education?

I also described the possibilities that narrative construction provides concerning findings on parents’ views about mathematics education for young children. In the development of narrative enquiry, Jerome Bruner was an important figure. He highlighted the power of narrative or storytelling for imposing order on the uncertainties of life as well as one’s expectations of life. In the 1980s, people as narrators or as storytellers came to be seen as providing opportunities for interpretation and construction of meaning. Qualitative research methods and techniques, such as interviews, observation, action research and life stories, provided ways to obtain people’s narratives and thus understandings of how meanings are constructed through them. In my project, narratives about events to do with mathematics activities for your children appeared in the surveys and the transcripts of the photo-elicited interviews. During my trial lecture, I also reflected on narrative enquiry in relation to sociocultural influences on parents’ views about mathematics education for young children. Narrative construction shows the importance of contexts and provides opportunities for the exploration of views on children and the family culture in which mathematics education occurs. I mentioned that Bruner emphasises the power of people engaging in analytical thinking through narratives. This analytical thinking was observable in parents’ responses to survey questions and their interactions in PEIs. They told about children engaging in mathematics activities at home and at preschool. The narratives offered a means of identifying what they valued in mathematics education from what they understood to be mathematics education for young children. Parents’ views were influenced by their lived experiences of the educational settings that their children attended. These parents were able to describe what measures they might take to challenge children’s mathematical learning, for example, playing board games or taking on activities that children engage in at preschool. Their narratives also gave insights into what influenced their interpretations of their lived experiences. Bruner emphasised investigating the social processes that shape our understanding of people’s positions. He took narratives as providing shared meanings and symbolic modes for maintaining original or existing genres that contributed to creating and communicating the world. In my PhD project, I did not aim to uncover a common view about mathematics education that could be shared between parents and between parents and the teachers. The narratives are not always something that is familiar to those who are listening. In fact, narrative construction is dominated by many factors. These factors are the autonomy of a parent to be original when telling stories, their commitment to the group, and values that they might share.

My thesis is available via the following link: HVL Open: Sociocultural influences on parents’ views about mathematics education for young children (unit.no)

Vi har begynt å arbeide med en artikkel. Vi har ikke landet noen endelig problemstilling enda. Vår foreløpige plan er å prøve å identifisere og diskutere likheter og ulikheter mellom tekst-, og blokkbasert programmering. På seminaret har vi et ønske om å presentere noe sentral teori (Bla. Ernests “Empowerment”), ha med noen «programmeringseksempler», og forklare disse eksemplene. Deretter ønsker vi litt hjelp til å analysere/diskutere disse eksemplene.

I am in the process of applying for funding from Forskningsrådet for a project involving what aspects of programming in the professional development courses in mathematics that support 5th to 10th grade teachers in incorporating mathematics in their teaching. I will present how far I have come at the moment. Everyone is welcome to give feedback at how this looks.