Responsibilities
- Writing proposals for grant applications
- Leader of Mathemtics Education Research Group
- Teaching in critical mathematcis education
- Supervision master and PhD students
Competences
- Critical mathematic education
- Ethics
- Social and ecological rights and sustainability
- Vygotsky
- Mathematics to resist marginalisation
CV
Full Professor Yasmine Abtahi's primary research focus lies in integrating Human Hights (HR) values, such as empathy and ethics, into the teaching and learning of mathematics. Leading a team of 10 researchers and 2 PhD students in Norway, Professor Abtahi has spearheaded a youth participatory action research project that has significantly influenced the field of mathematics education. This initiative centres youth voices and expertise in HR related values such as human dignity, ethical awareness, and democratic participation, offering these insights as guidance for mathematics teacher educators and pre-service teachers. As part of the project, youth participants have created rap songs, short animations, collages, and paintings to communicate their messages to adults—an approach that is both creative and transformative. Notably, Professor Abtahi has collaborated with directors from The European Wergeland Centre for Human Rights Education, bringing interdisciplinary expertise into the project. She has also fostered strong institutional ties between the Institute of Education and the Institute of Human Rights Education and Humanities, further bridging the gap between mathematics education and human rights advocacy. In her previous leadership role as the PI of SSHRC funded project, Abtahi led a team of 4 researchers and a combined total of 11 research assistance at Master and PhD level, focusing on the rights of minorities. In this project they collected 107 letters from migrant students, asking them for their experiences in mathematics classrooms. Using the letters the research team created fictional stories to be shared with teachers. These stories were used as provocative for the teachers to reflect on the experiences of the migrant students and their own practices.
Publications
Peer-reviewed journal articles
Abtahi, Y., Brander, T., & Reinhard-Hansen, C. (in press). Mathematics and the (Violation of) Human Dignity in AnalogueBoard Games. For the Learning of Mathematics
Abtahi, Y. (2025). A kind of mathematics that helps me tell and hear stories. Le Roux, K., Coles, A., Solares-Rojas, A., Bose, A., Vistro-Yu, C., Valero, P., et al. (Eds.), Proceedings of the 27th ICMI Study Conference (Mathematics Education and the Socio-Ecological).
Abtahi, Y., Planas, N. (Eds.) (2024). Mathematics teaching and teacher education against marginalization. Special Issue of Zentralblatt für Ditaktik der Mathematik (ZDM). Vol. 56 No. 3, pp. 307-523.
Planas, N., Abtahi, Y. (Eds.) (2024). Decentring research on mathematics teacher education, or deliberately situating the margins at the centre. Mathematics Teacher Education Journal. Vol. 27 No. 5, pp. 743-878.
Abtahi Y. & Nuria Planas (2024). Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion.ZDM – Mathematics Education (2024) 56:307–318. https://doi.org/10.1007/s11858-024-01602-x
Planas & Abtahi Y. (2024). Decentring research on mathematics teacher education: Why does it matter?Journal of Mathematics Teacher Education. 27 (5).
Abtahi Y. (2023) An essay: From interrelational epistemology to education to sustain the commons. Journal of mathematics and culture 10 (2) p. 1-14.
Barwell, R., Abtahi, Y. & Hauge, K. H. (2024) Collectivist and individualist values in mathematics education. In Dede, Y., Marschall, G., & Clarkson, P. (Eds.) Values and Valuing in Mathematics Education: Moving Forward into Practice, pp. 57-71. Singapore: Springer
Abtahi, Y (2024) The ethics of mathematics knowledge: imagination and empathy towards social and ecological solidarity. (Ed) Paul Ernest. Ethics in mathematics education. Springer publication. p 171–182. https://link.springer.com/chapter/10.1007/978-3-031-58683-5_10
Abtahi, Y. (2024). Thinking about human rights: decision making with mathematics In (Ed.) Proceedings of the 14th International Congress on Mathematical Education: Volume I https://doi.org/10.1142/9789811287152_0124
Abtahi, Y., Stokmo. H., Firouzian, A., Barwell, R. & Suurtamm, C. (2024) Migrant students’ perceptions of expert systems in mathematics classrooms in Canada. In Evans, T., Marmur, O., Hunter, J., Leach, G. & Jhagroo, J. (Eds.) Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education, vol. 2, pp. 1-8. Auckland, New Zealand: PME.
Assaf, F., Stokmo, H., Abtahi, Y., Barwell, R., Kane, R., Suurtamm, C., Firouzian, A. & Paquette, K. (2023) Exploring migrant students’ cultural historical repertoires of mathematics. In Marcone, R., Linardi, P., Milani, R., de Paulo, J. P. A., Queiroz, A. M. & da Silva, M. T. (Eds.) Proceedings of the 12th International Conference of Mathematics Education and Society, pp. 118-131. Diadema, SP, Brazil: UNIFESP.
Guillemette, D., Abtahi, Y., Barwell, R., Hajby, A., Saboya, M. & St-Cyr, M-F. (2023) Social and political issues in mathematics education: an overview of an ongoing participative research with in-service secondary school teachers. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), July, Budapest, Hungary.
Barwell, R., Guillemette, D. & Abtahi, Y. (2023) Enjeux sociaux et politiques de l’enseignement et de l’apprentissage des mathematiques : réflexions sur la conception et la mise en action d’une perspective dialogique en recherche. Dans Adihou, A. C. (Ed.) Actes du huitième colloque de l’Espace mathématique francophone – EMF 2022, pp. 384-396. Sherbrooke, QC: Les éditions de l’Université de Sherbrooke.
Barwell, R. & Abtahi, Y. (2023) Poetry and mathematics in relation. In Robichaud, X., Fellus, O., Martinovic, D. & Freiman, V. (Eds.), Proceedings of the 2022 MACAS Symposium, pp. 217-224. Shippagan, NB: Université de Moncton.
Abtahi, Y. (2022). For the learning of mathematics: How far are we willing to go? For the Learning of Mathematics. 37 (2) p. 20-24.
Abtahi, Y. (2022). Rumi, Hope, Ethics and where I see mathematics. The Philosophy of Mathematics Education Journal. 39 (4). Fall 2022.
Abtahi, Y. & Herheim, R. (2022). The zone of proximal development: Democratic argumentation and agency. In R. Herheim, T. Werler & K. H. Hauge (Eds.), Lived democracy in education. Young citizens' democratic lives in kindergarten, school and higher education (pp. 153–164). Routledge.
Abtahi, Y. (2022). What if I was harmful? My experience of teaching of the dominant mathematics Educational Studies in Mathematics Journal. 108. 1-17. https://doi.org/10.1007/s10649-021-10117-1
Abtahi, Y. (2021). A theoretical exploration: Zone of Proximal Development as an ethical zone for teaching mathematics. IEM -Avances de Investigación en Educación Matemática -2021, 20, 7-21
Hauge, I. O., Lie, J.,Abtahi, Y., Nilsen, A., G. (2021). Programming in the classroom as a tool for developing critical democratic competence in mathematics. I: Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021. Göteborg: SMDF, Swedish Society for Research in Mathematics Education 2021 ISBN 9789198402438. p. 113-120
Abtahi, Y. (2020). The “M” in STEM as a Note of Caution: Resilient to What and Responsive to Whose Culture. Canadian Journal of Science, Mathematics and Technology Education. 20, 281–287 (2020). https://doi.org/10.1007/s42330-020-00093-8
Abtahi, Y. (2020). Clever or wise: The kinds of mathematics we teach are preparing us for what? The story of my worry. The Philosophy of Mathematics Education Journal. Fall 2020.
Abtahi, Y. (2020). Culture of who and resilient to what? Invited Discussant. Special Issue on Re-Imagining the M in STEM: Mathematical Actions for Innovative, Resilient and Culturally Rich Communities. Canadian Journal of Science, Mathematics and Technology Education.
Abtahi, Y., Barwell, R. (2020). who are the actors and who are the acted-ons? An analysis of news media reporting on mathematics education. Mathematics Education Research Journal. (DOI: 10.1007/s13394-020-00358-3)
Abtahi, Y. (2019). Epistemological Dialogue: Other Ways of Knowing and Our Blind Spots. Journal of Mathematics and Culture. 14 pages
Abtahi, Y. (2019). More than cultural awareness: Awareness of self-in-relation. The Philosophy of Mathematics Education Journal. – 11 pages.
Abtahi, Y., Barwell, R. (2019). Moral judgment - to portray a figure of mathematics education in Canadian Newspapers. The Canadian Journal for Science, Mathematics and Technology. Special issue: Mathematics Education in the News. 14-page - NVI Level .1
Barwell, R., Abtahi, Y. (2019). Introduction - Mathematics education in the News. The Canadian Journal for Science, Mathematics and Technology. Special issue: Mathematics Education in the News. 6-page.
Abtahi.Y. (2018). Reflections on the Combination of the Theoretical Ideas of Piaget and Vygotsky with an Emphasis on the Role of Others. The Philosophy of Mathematics Education Journal. – 15 pages. Open access.
Abtahi.Y. (2018). Vygotsky: A learning theory or a theory of development? For the Learning of Mathematics. Dialogue among Abtahi, Y., Lerman, S., & Scott, D. 38 (1) p. 21-25
Abtahi. Y., (2017). Children, Tools and the Zone of Proximal Development. Research in Mathematics Education. 20(1). P. 1-13. https://doi.org/10.1080/14794802.2017.1390691 NVI Level 2
Abtahi, Y., Gøtze, P., Steffensen, L., Hiis Hauge, K., Barwell, R. (2017) Teaching climate change in mathematics classrooms: An ethical responsibility. The Philosophy of Mathematics Education. Special issue: Mathematics and environment. 18 pages. NVI Level 1 open access
Abtahi, Y., Graven, M., Lerman, S. (2017). Conceptualising the more knowledgeable other within a multi-directional ZPD? Educational Studies in Mathematics. 96(3), p 275–287. https://doi.org/10.1007/s10649-017-9768-1 NVI Level 2
Abtahi.Y. (2017). The ‘More Knowledgeable Other’: A Necessity in the Zone of Proximal Development? For the Learning of Mathematics. 37 (1) p. 20-24. NVI Level 1
Abtahi, Y., Wagner, D. (2016). Violence in un-rooted mathematics. For the Learning of Mathematic, 36 (3) p. 38-40. NVI Level 1
Abtahi, Y. (2015). Tool-mediated Zone of Proximal Development. Journal of Chroniques — Foundations and epistemology of mathematical activity. On-line: www.chroniques.uqam.ca. NVI Level non
Abtahi, Y. (2014). Who/what is the more knowledgeable other? For the Learning of Mathematic, 34 (3) p. 14-15. NVI Level 1
Peer-reviewed book chapters
Abtahi, Y. & Herheim, R. (2022). The zone of proximal development: Democratic argumentation and agency. In R. Herheim, T. Werler & K. H. Hauge (Eds.), Lived democracy in education. Young citizens' democratic lives in kindergarten, school and higher education (pp. 153–164). Routledge.
Abtahi. Y. (2017). Gradual perceptual change: Signs, tools, and meaning-making. In Presmeg, N., Radford, L., Roth, W.-M., Kadunz, G., & Puig, L. (Eds.). (in preparation). Signs of signification: Semiotics in mathematics education research. 279-293 Dordrecht, The Netherlands: Springer.
Barwell, R., Abtahi, Y. (2017). Mathematics concepts in the news. In E. de Freitas, N. Sinclair & A. Coles (Eds), What is a mathematical concept? 175 – 189. (New York, NY: Cambridge University Press.
Papers in peer-reviewed congress proceedings
Abtahi, Y. (2019). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 95-124).Pretoria, South Africa: PME
Abtahi, Y. (2019). An expensive external peace and the role of Mathematics education in reclaiming humanity and dignity. In. (Eds. Subramanian, J). Proceedings of the Ninth International Mathematics Education and Society Conference, Vol. 2. India: MES. 5 pages.
Abtahi, Y., Barwell, R. (2019). migration and dialogue in mathematics classrooms. In. (Eds. Subramanian, J). Proceedings of the Ninth International Mathematics Education and Society Conference, Vol. 2, 10-pages. India: MES. 10 pages.
Abtahi, Y., Hiis Hauge, K., Steffensen, L., Barwell, B. (2019). Teaching about issues of climate change in mathematics classrooms: Empowerment of critical citizenship. American Educational Research Association (AERA). Symposium in Sustainability and Mathematics Education. Toronto. Canada. 8 pages.
Abtahi, Y., Adler, J., Guillemette, D., Herheim, R., Lerman, S., Maheux, J.-F., & Valero, P. (2018). Otherness in mathematics education. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 95-124). Umeå, Sweden: PME. 30 pages
Abtahi, Y. (2017). Tools, signs and the creation of artefacts. In B Kaur, W., K. Ho, T. Ho, B. Choy Eds. Proceedings of the 41th International Conference Group for the Psychology of Mathematics Education. Indonasia: PME 5 pages
Abtahi, Y. J. Maheux and S. Gerofsky). (2017) ‘Social, cultural, historical and philosophical tools for teaching mathematics (K-12). (Eds.) Lindmeier , A. M. & Heinze, A. (Eds) Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, 103-121.
Abtahi, Y. Graven, M., Lerman, S., Barwell, R. (2017). What does “socio-cultural-historical views of teaching and learning of mathematics” mean to us? In B Kaur, W., K. Ho, T. Ho, B. Choy Eds. (Eds) Proceedings of the 41th International Conference Group for the Psychology of Mathematics Education. Indonesia: PME, Vol 1. P. 10-15.
Fasheh, M., Abtahi, Y., Chornaki, A. (2017). Mujaawarah: Being Together in Wisdom or Reclaiming Life in Mathematics Education. Symposium. In. Chronaki, A. (Ed). Proceedings of the Ninth International Mathematics Education and Society Conference, Vol. 2, 312-324. Greece: MES. 12 pages
Abtahi, Y., Barwell, R. (2017). where are the children? An analysis of news media reporting on mathematics education. In Chronaki, A. (Ed). Proceedings of the Ninth International Mathematics Education and Society Conference, Mathematics Education and Life at Times of Crisis, 359 - 364 Greece: MES. 10 pages
Abtahi, Y, Graven, M., Berger, M., Lerman, S (2016). ‘Tools, signs, formation of concepts and learning of mathematics’. Discussion Group, 40th Conference of the International Group for the Psychology of Mathematics Education. Hungary: 3-7 August. 5 pages
Abtahi, Y. (2016). The Role of Feedback from Mathematical Learning Environments to Advance Student’s Understanding of Fractions. American Educational Research Association (AERA). Washington, D.C. 8 page.
Abtahi, Y. (2016). Is knowing always doing? Adhoc presented at the Canadian Mathematics Education Study Group (CMESG), Kingston, June. 4 pages
Graven, M., Abtahi, Y., Lerman, S. (2016). Artefacts in the ZPD – Multi-directional analysis. Eds.) (2016). Proceedings of the 40th International Conference Group for the Psychology of Mathematics Education. Hungary: PME 1 pages
Abtahi, Y. (2015). The Zone of Proximal development and the affordances of the mathematical tools. Beswick, K., Muir, T., & Wells, J. (Eds.) (2015). Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, 1-9. Hobart, Australia: PME. 8 pages
Barwell, R., Abtahi, Y. (2015). Morality and news media presentations of mathematics education. In Mukhopadhyay, S. & Greer, B. (Eds.). Proceedings of the Eighth International Mathematics Education and Society Conference, Vol. 2, 298-312. Portland: MES. 10 pages
Abtahi, Y. (2015) Children’s perception of the affordances of the mathematical tools. In Krainer, K. & Vondrová, N. (Eds). Proceedings of the 9th Congress of European Research in Mathematics Education (CERME), 2440-2446. Charles University in Prague. 10 pages
Barwell, R. & Abtahi, Y. (2015) A war zone: the framing of mathematics education in public news reporting. In Oesterle, S. & Allan, D. (Eds.) Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group, pp. 273-274. Burnaby, BC: CMESG.
Abtahi, Y. (2014). Feedback from mathematical artefacts. Figueras, O., Cortina, J.L., Alatorre, S., Rojano, T., & Sepúlveda, A. (Eds.). Proceedings of the Joint Meeting of PME 32 and PME-NA. Vol. 2, 4. México: Cinvestav-UMSNH 1 pages
Abtahi, Y. (2013) A design and study of a mathematical representation to advance student’s knowledge of the addition of fractions. J. (Eds.) (2013). Lindmeier , A. M. & Heinze, A. (Eds) Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, 1. hansadruck und Verlags-GmbH & Co KG Kiel, Germany: PME. 1 pages
Abtahi, Y., Chowdhury, K., Wang, C., & Vasudevan, M. (2008). U.S. Patent No. 7,460,515 B1. Washington, DC: U.S. Patent and Trademark Office.
Presentations in research conferences
Abtahi, Y (2021). The “M” in S.TEM as a Note of Caution: Resilient to What and Responsive to Whose Culture. (Re)imagining the M in STEM . Fields Mathematics Education Forum (FIELD), Toronto, ON, November
Abtahi, Y., Hauge, K., Steffensen, L., Barwell, R., (2019). XXX Mathematics and its Connections to the Arts and Sciences. McGill, Montreal
Abtahi, Y., Steffensen, L., Hauge, K., Barwell, R., (2017). Climate change in mathematics classrooms. Paper will be presented at Fields Mathematics Education Forum (FIELD), Toronto, ON, January.
Steffensen, L., Hauge, K., Abtahi, Y., Barwell, R., (2016). Public education of climate change: communicating uncertainty in various texts on global temperature projections. Symposium at British Education Research Association. Leeds, UK: 13-15 September.
Abtahi, Y., Barwell, R. (2016). Framing mathematics education in the news: the problem, the cause and the solution? Paper will be presented at Fields Mathematics Education Forum (FIELD), Toronto, ON, April.
Abtahi, Y. (2016). Semiotic: signs, tools, and meaning-making. Extended Paper presented at the 13th International Congress on Mathematical Education (ICME), Hamburg, July.
Abtahi, Y. (2015). 2/5 + 1/6 = 9.8/24: Rulers, tapes, and Fractions. Adhoc presented at the Canadian Mathematics Education Study Group (CMESG), Moncton, NB, June.
Abtahi, Y. (2015). Recursive-ness: Using manipulatives to understand fractions and using fractions to understand manipulatives. Paper presented at Canadian Society for the Study of Education (CSSE), Ottawa, Canada, May.
Barwell, R., Abtahi, Y. (2015), Morality framing in news coverage of mathematics education in Canada. Paper presented at Canadian Society for the Study of Education (CSSE), Ottawa, Canada, May
Abtahi, Y. (2015). Which one is the 1/7? Paper will be presented at Fields Mathematics Education Forum (FIELD), presented, Toronto, ON, January.
Abtahi, Y. (2014) Which Rod? Units & the Addition of Fractions. Paper presented at the Canadian Mathematics Education Forum (CMEF), Ottawa, ON, May.
Abtahi, Y. (2014) Mathematics manipulatives: Things kids think with. Poster presented at Fields Mathematics Education Forum (FIELD), Toronto, ON, Janurary.