Sáhttágo matematihkkafága duddjot eambbo dásseárvvu ja sosiála vuoiggalašvuođa skuvllas? Ja sáhttágo fága ieš nannejuvvot min girjás giella- ja kulturmáŋggabealatvuođa olis?
Čavggadeamit luohkkálanjain
Mii áigut guorahallat movt iešguđet gielat ja kultuvrrat sáhttet hehttet, doarjut dahje hástalit oahppama matematihkkafágas. Erenoamážit áigut mii čuovvut luohkkálanjaid gos leat máŋga iešguđetlágan giela ja kultuvrra čoahkis, ja daid gaskkas maid dárogiella ja dáru kultuvra.
Álgoálbmogat leat kolonialiserema bokte vásihan diekkár hástalusaid oahpahusdilálašvuođain máŋggaid buolvvaid juo. Mii oaidnit odne seammalágan dilálašvuođaid luohkkálanjain gos eará unnitlogujoavkkuid oahppit ja oahpaheaddjit leat seahkálaga, ja de čuožžilit čavggadeamit Norgga luohkkálanjain.
Dutkanprošeavtta duogážin lea ahte mii eallit dakkár áiggis gos leat olu servodatnuppástumit ja sirddolašvuohta.
Ovdánahttit nákcavuđot pedagogihka
Mii áigut gávnnahit movt movt luohkkálanjat gos leat iešguđet gielat ja kultuvrrat váikkuhit ohppiid oahppamii. Mii áigut analyseret daid positiiva vásihusaid ja muosáhusaid, maid ovttaskas olbmot ja joavkkut dovddahit iežaset muitalusaid bokte, ja nu identifiseret sin gievrras beliid ja návccaid. Dán vuođul áigut mii ovdánahttit juoidá maid sáhttá gohčodit nákcavuđot pedagogihkkan, ja geahččaladdat iešguđetlágan pedagogalaš vejolašvuođaid – vuos Norggas, ja dasto laktit dan buohtalas dutkamii Kanadas ja USA:s.
Ovttasbargat
Mii áigut dán barggu čađahit oassálasti dutkama bokte. Dat mearkkaša ahte mii bargat ovttas joavkkuiguin ja báikkálaš servodagaiguin geaidda bargu lea jurddašuvvon boahtit ávkin. Dát dutkan boahtá empiralaš, teorehtalaš ja geavatlaš bohtosiid bokte ovddidit matematihkkaoahpahusa dutkansuorggi.
Ohppiid ja oahpaheddjiid jienat galget gullojuvvot
Dutkanjoavku lea árvvoštallan muhtin árvvuid dan hárrái maid mii háliidit olahit dáinna dutkamiin. Mii háliidit ovddidit oahpahusa mii áimmahuššá dan girjáivuođa mii luohkkálanjas lea, dan bokte ahte ohppiid ja oahpaheddjiid jienat galget gullot.
Dutkan šaddá váikkuhit otná mánáid ja boahttevaš buolvvaid: sin oahppama, sin oktavuođa alcceseaset ja earáide, sin (matemáhtalaš) identitehtaid ja sin vejolašvuođaid boahtteáiggi stáhtaboargárvuođa ja bargoeallima hárrái.
Publikašuvnnat:
Journal articles
Published:
- Andersson, A.; Foyn, T.; Simensen, A.M.; Wagner, D. (2023). Storylines in Voices of Frustration: Implications for Mathematics Teacher Education in Changing Times. Education Sciences.
- Andersson, A., Ryan, U., Herbel-Eisenmann, B., Huru, H. L., Wagner, D. (2022). Storylines in public news media about mathematics education and minoritized students. Educational Studies in Mathematics. DOI 10.1007/s10649-022-10161-5.
In revision:
- Huru, H., Andersson, A., & Wagner, D. (resubmitted) “…but you cannot buy the sunset”: Abstraction and detachment. For the Learning of Mathematics.
In progress:
- Simensen, A. M., Vos, P., & Andersson, A. (in progress). Storylines in research about learning opportunities for students considered low achieving in mathematics – a critical literature review. [expected submission date, March 2023]
Book chapters
- 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
Conference proceedings or workshops etc.
- Abtahi, Y., Andersson, A., Barwell, R., Huru, H., Wagner, D., Chatzi, D., Assaf, F., Suurtamm, C., Herbel-Eisenmann, B., & Kane, R. (2022). Ethical awarenesses arising from data collection in mathematics education at the time of the COVID-19 pandemic. Proceedings of the 12th Congress of European Research in Mathematics Education, Bozen-Bolzano, Italy.
- Andersson, A., Herbel-Eisenmann, B., Huru, H., & Wagner, D. (2020). MIM: Mathematics education responsive to diversity: A Norwegian, Canadian and American research collaboration. Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 599-600), Mazatlán, Mexico.
- Andersson, A., Herbel-Eisenmann, B., Huru, H. & Wagner, D. (2022). Principal’s storylines about languages in mathematics class. Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, in press, St. Louis, USA.
- Andersson, A., Ryan, U., Herbel-Eisenmann, B., Huru, H., & Wagner, D. (2021). Storylines in news media texts: A focus on mathematics education and minoritized groups. Proceedings of the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Philadelphia, USA.
- Burt-Davies, K. & Høyer, K. Storylines about CME-teachings, mathemacy and newly arrived students’ mathematical competence. Mathematics in Indigenous and Migrational Contexts 2022 conference, Alta.
- Pasanha, S. (2022, July). Exploring migrant students' mathematical experiences and storylines. [Poster presentation]. 45th conference of the international group for the Psychology of Mathematics Education, Alicante, Spain.
- Pasanha, S. (2022, November). Mathematics is like "iron chickpeas": An upcoming researcher's reflexive storylines. [Paper presentation]. Mathematics Education in Indigenous and migrational context, Alta, Norway.
- Perlander, A. & Sjøberg, M. (2022). Student teachers’ Sense-making of becoming teachers; Identifying Storylines as Sources for Positionings. [Paper presentation]. Mathematics in Indigenous and Migrational Contexts 2022 conference, Alta.
- 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. Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 3, pp. 889–898).
- Simensen, A. M., Huru, H. L., Wagner, D. & Andersson, A. (2022). Constructs and methods for identifying patterns of interaction in mathematics classrooms. In: C. Fernández, S. Llinares, Á. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (pp. 213–214). PME Universidad de Alicante.
- Simensen, A. M., Johannessen, A. M., Huru, H. L. (2022). Collaborative tests in mathematics: Seeking a strength-based approach to assessment in a multicultural context. Mathematics in Indigenous and Migrational Contexts 2022 conference, Alta.
- Sjøberg, M., & Perlander, A. (2022). Science Student Teachers’ sense-making of Research and Development in a short post-master teacher education program. Nordic Education Research Association, Reykjavik, Iceland.
MSc projects
USN:
- Kaja Burt-Davies (2021). «Mathemacy for Democracy - Storylines om matematikkundervisning i lys av Critical Mathematics Education» Masteroppgave Kaja Burt-Davies, 143750.pdf (usn.no)
- Hasse Høyer-Hansen (2021). «Elevers storylines om læring i matematikk: Fortellinger fra et flerkulturelt matematikkklasserom.»
- Oda Kjær Eriksen & Siri Vindal (2022). «Flerspråklighet i klasserommet - Matematikklæreres narrativer og erfaringer fra klasserommet med elever med norsk som andrespråk.»
- Tine Kristiansen (2023). «Vurdering i mangfoldige matematikklasserom: Hva mener minoritetselever vi kan gjøre for en mer rettferdig vurdering i matematikk?»
UiT:
- Elisabeth Wirkola (2022). «Kultur, klass och matematikk»
- Mattis Christiansen (2022). «Anvendelse av modeleringsmodellen ved bedriftsbesøk for elever på 10. trinn»
- Noora Marie Ollila (2022). «Minoriserte kulturer i matematikkopplæringen: Ett kvensk og samisk kultur perspektiv»
- Lisa Broks Mikko (2023). «Identifiserte storylines i nyutdannede læreres erfaringer med tilpasset oppøæring i matematikk.»
Teacher journals, DEMBRA publications and similar
- Burt-Davies, K. & Andersson, A. (2022). Kritisk matematikkundervisning – en vei til demokratisk deltakelse. Dembra.
