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Can mathematics contribute to more equality and social justice in school? And can the subject itself be enhanced by the diversity of languages and cultures?
Tensions in classrooms
The MIM research project will investigate how mathematical education develops in multilingual and multicultural classrooms, where different languages and cultures can hinder, support or challenge learning in mathematics education. In particular, we want to look at classrooms with a high number of different languages and cultures, including Norwegian.
Indigenous people have, through colonization, experienced such educational challenges for generations. We also now see similar tensions in classrooms with children and teachers from other minority groups, and tensions are now occurring in Norwegian classrooms.
The backdrop for the research project is that we are living in a time of social change and migration.
Develop strengthening pedagogies
We will find out how classrooms with different languages and cultures influence all students’ learning. Through analysis of positive experiences, expressed by individuals and groups in their own stories, their strengths and resources will be identified. Based on this, we will develop what is called strengthening pedagogies, and explore educational opportunities - first in Norway, and then connect it to parallel research in Canada and the United States.
Will work in partnership
We will use participatory research. This means that we work in partnership with the groups and communities that are intended to benefit from the work. The research will, with empirical, theoretical, methodological and practical results, contribute within the field of mathematics education research.
Voices of students and teachers
As researchers, we have made some assessments about what we want to achieve. We want to promote teaching that addresses diversity in the classroom, by letting the voices of students and teachers be heard. The research will impact today’s children and future generations: their learning, their relationships, their (mathematical) identities, and their possibilities for future citizenship and work life.
Publications:
- Andersson, A., Ryan, U., Herbel-Eisenmann, B., Huru, H.L. & Wagner, D. (2022). Norwegian news media texts addressing mathematics education and minoritized groups. Educational Studies in Mathematics. DOI 10.1007/s10649-022-10161-5
- Huru, H. L., Ollila, N. M. og Simensen, A. M. (in process). HiCuA-rammeverket: design av matematikkoppgaver med utgangspunkt i tradisjonskunnskap i kvensk og sjøsamisk kultur. I G. Figenchou, S. S. Karlsen og H. C. Pedersen (Red.), Didaktikk for mangfold. Samiske emner i skole og lærerutdanning. Universitetsforlaget.
- Huru, H.L., Andersson, A., & Wagner, D. (accepted for publication). “No, we own the forest like the child owns their mother”: mathematical abstraction and detachment in land-based pedagogies. In Horn-Miller, K., & Kress, M. (ND). Land As Relation: Teaching and Learning through Place, People and Practices. Canadian Scholars Press.
- Andersson, A., & Wagner, D. (2021). Culturally Situated Critical Mathematics Education. In Andersson, A. & Barwell, R. (2021). (Eds.). Applying Critical Mathematics Education (p. 24-46). Leiden, The Netherlands: Brill. doi: https://doi.org/10.1163/9789004465800
- Simensen, A.M., Huru, H.L., Wagner, D., Herbel-Eisenmann, B., Andersson, A. (2022, July). Constructs and methods for identifying patterns of interaction in mathematics classrooms. Working Group accepted at the International Group for the Psychology of Mathematics Education.
- Andersson, A., Herbel-Eisenmann, B., Huru, H.L., & Wagner, D. (2022, October). Principal’s storylines about languages in mathematics class. Short Research Report accepted at the North American Chapter of the International Group for the Psychology of Mathematics Education, Nashville, TN.
- Sjøberg, M.H., & Perlander, A. (2022). Science Student Teachers’ sense-making of Research and Development in a short post-master teacher education program [Paper presentation]. NERA 2022 conference, Reykjavik.
- Andersson, A., Herbel-Eisenmann, B., Huru, H. & Wagner, D. (2022). Expectations of Norwegian school leaders regarding multilingual mathematics classrooms. [Paper presentation]. NERA 2022 conference, Reykjavik.
- Andersson, A., Herbel-Eisenmann, B. & Wagner, D. (2021). MIM: Mathematics Education Responsive to Diversity: A Norwegian, Canadian and American Research Collaboration". PME-NA 42. Mexico: Mzatlán.
- Ryan, U., Andersson, A., Herbel-Eisenmann, B., Huru, H.L. & Wagner, D. (2021). “Minoritised mathematics students are motivated by gratitude”: An analysis of storylines in Norwegian public media. Mathematics Education and Society conference 11. Austria: Klagenfurt.
- Andersson, A., Ryan, U., Herbel-Eisenmann, B., Huru, H.L. & Wagner, D. (2021). Storylines in news media texts: A focus on mathematics education and minoritized groups. In Olanoff, D., Johnson, K., & Spitzer, S.M. (2021). Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Philadelphia, PA.
- Andersson, A. (2021). MIM: Mathematics education responsive to diversity: Possibilities for South-North collaborations? Abstract accepted at the SANORD conference, Norway: Bergen.
USN:
- Hasse Høyer-Hansen (2021). «Elevers storylines om læring i matematikk: Fortellinger fra et flerkulturelt matematikkklasserom.»
- Tine Kristiansen (in progress). «Vurdering i mangfoldige matematikklasserom: Hva mener minoritetselever vi kan gjøre for en mer rettferdig vurdering i matematikk?»
- Oda Kjær Eriksen & Siri Vindal (in progress). «Flerspråklighet i klasserommet - Matematikklæreres narrativer og erfaringer fra klasserommet med elever med norsk som andrespråk.»
UiT:
- Elisabeth Wirkola (in progress). «Kultur, klass och matematikk»
- Mattis Christiansen (in progress). «Anvendelse av modeleringsmodellen ved bedriftsbesøk for elever på 10. trinn»
- Noora Marie Ollila (in progress). «Minoriserte kulturer i matematikkopplæringen: Ett kvensk og samisk kultur perspektiv»
