Annica Andersson

Annica Andersson

Dosent

Fakultet for humaniora, idretts- og utdanningsvitenskap
Institutt for matematikk og naturfag
Campus Vestfold ()

Ansvarsområder

        MIMs hemsida: Mathematics Education in Indigenous and Migrational contexts

 

 

Kompetanse

CV

 

 

Publikasjoner

Peer-reviewed journal articles

Andersson, A. & Wagner. D. (2019). Respond or dismiss: Interactions that may support loving, bullying and solitude in mathematics. Journal of the Canadian Association for Curriculum Studies. 17(1), 47-74.

Andersson, A., & Wagner, D. (2019). Identities available in intertwined discourses: Mathematics student interaction. ZDM: The International Journal of Mathematics Education,1-12. DOI: 10.1007/s11858-019-01036-w

Andersson, A.,& Wagner, D. (2018). Re-mythologizing mystery in mathematics: Teaching for open landscapes versus concealment. Education Sciences,  8, 41; doi:10.3390

Andersson, A.,& le Roux, K. (2017). Troubling Writing About and With the Other in Mathematics Education Research: Developing an Ethical Writing Attitude. Journal of Urban Mathematics Education. 10(1), 74-94. 

Andersson, A., & Wagner, D. (2017). Numbers for truth and reconciliation: Mathematical choices in ethically rich texts. Journal of Mathematics and Culture. 11(3), 18-35

Seah, W.T., Andersson, A., Bishop, A., & Clarkson, P. (2016). What would the mathematics curriculum look like if values were the focus?For the Learning of Mathematics36(1), 14-20.

Andersson, A., Meaney, T., & Valero, P. (2015). “I Am [not Always] a Math-hater”: Students’ (dis)engagement in mathematics education. Educational Studies in Mathematics. 90(2), 143-161.DOI: 10.1007/s10649-015-9617-z

Skog, K., & Andersson, A. (2014).Exploring discursive positioning as an analytical tool for understanding becoming mathematics teachers’ identities. Mathematics Education Research Journal: Theme issue on identities. 27(1), 65-82 DOI: 10.1007/s13394-014-0124-9

Andersson, A. (2011). A “Curling Teacher” in mathematics education: Teacher identities and pedagogy development. Mathematics Education Research Journal.23(4), 437-454. DOI: 10.1007/s13394-011-0025-0

Andersson, A. (2010). Can a critical pedagogy in mathematics lead to achievement, engagement and social empowerment? A case study of Non-Specialist students in Swedish upper secondary school: Critical mathematics education and socio-mathematics as a pedagogy. Philosophy of Mathematics Education Journal (25).

 

Edited books

Andersson, A., & Barwell, R. (EDS). (In progress). Applying critical perspectives in mathematics education. Rotterdam: Sense Publishers. 

 

Peer-reviewed edited book chapters

Andersson, A., & Wagner, D. (Accepted). Is Ethnomathematics Critical Mathematics Education? Or vice-versa? In A. Andersson & R. Barwell (EDS). (In progress). Applying critical perspectives in mathematics education. Rotterdam: Sense Publishers 

Ryan, U., Andersson, A., & Chronaki, A.,(Accepted). Turning real world observations into mathematical arguments on social injustice – middle school students in action. In A. Andersson & Richard Barwell (EDS). Applying critical perspectives in mathematics education. Rotterdam: Sense Publishers.

Andersson, A.,& Österling, L. (2019). Democratic Actions in School Mathematics and the Dilemma of Conflicting Values. In P. Clarkson, W.T. Seah and J.S. Pang (Eds). Values and valuing in mathematics education: Scanning and scoping the territory.Springer, Chem. 

Andersson, A.,& Wagner, D. (2018). Micro-politics of counting. In Bartell, T.G. (Ed), Toward Equity and Social Justice in Mathematics (pp. 191-209).Dordrecht: Springer.

Wagner, D. & Andersson, A.(2018). 4-year-old language repertoire in a counting situation. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues, & M. Schütte (Eds.) Language and communication in mathematics education, international perspectives (pp. 105-118). Dordrecht: Springer.

Andersson, A., & Valero, P. (2015). Negotiating critical pedagogical discourses: Contexts, mathematics and agency. In P. Ernest & B. Sriraman (Eds), Critical Mathematics Education: Theory, Praxis and Reality (pp. 203-228)Charlotte, USA: Information Age Publishing.

Norén, E., & Andersson, A.(2015). Multilingual students’ agency in mathematics classrooms.In A. Halai & P. Clarkson (Eds), Teaching & Learning Mathematics in Mutilingual Classrooms: Issues for policy, practice and teacher education (pp109-124).Netherlands:Springer.

Seah, W.T., & Andersson, A.(2015).Valuing diversity in mathematics pedagogy through the volitional nature and alignment of values. In A. Bishop, H. Tan & T. Barkatsas (Eds.), Diversity in mathematics education: Towards inclusive practices (pp. 167-184)Switzerland:Springer.

Andersson, A.,& Ravn, O. (2012). A critical perspective on contextualisation in mathematics education. In O. Skovsmose & B. Greer (Eds), Opening the cage:Critique and politics of mathematics education (pp. 309-324). Rotterdam: Sense Publishers. 

Peer-reviewed conference proceedings

Andersson, A. (2019). Ethical Guiding Questions for Research Writing in Political South/North Collaborations. Gaborone: SANORD.

Andersson, A., & Olofsson, J. (2019). The desired math teacher in universities’ study and assessment guides. Proceedings of the Tenth International Mathematics Education and Society Conference, (in press), Hyderabad, India.

le Roux, K.,  Andersson, A.,Darragh, L.,Subramanian, J., &  Valoyes-Chávez, L. (2019). Language diversity as a resource for knowledge about mathematics education and society. Proceedings of the Tenth International Mathematics Education and Society Conference, (in press), Hyderabad, India.

Wagner, D., Andersson, A.& Herbel-Eisenmann, B. (2019). Available positions, identities and discourses in mathematics classrooms. Proceedings of the Tenth International Mathematics Education and Society Conference, (in press), Hyderabad, India.

Andersson, A., & Wagner, D. (2017). Balancing Acts: Numbers for truth and reconciliation. Proceedings of the IndigMec conference 4-7 Septemberin Tromsö, Norway. 

Andersson, A., & Wagner, D. (2017). Love and bullying in mathematical conversations. In Chronaki, A. (Ed.).Proceedings of the 9th International Mathematics Education and Society Conference(pp. 382-392). Volos, Greece: University of Thessaly Press.

Andersson, A., & Wagner, D. (2016). Language repertoires for mathematical and other discourses. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli, (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Pyschology of Mathematics Education(pp. 1166-1172). Tucson, AZ: The University of Arizona.

Andersson, A., & Wagner, D. (2016). 4-year-olds’ language repertoire in a counting situation. In Proceedings for International Congress on Mathematical Education-16, TSG 31, Hamburg, Germany.

Andersson, A., & Le Roux, K. (2015). Researchers and researched as other within the socio-p/political turn. In S. Mukhopadhyay & B. Greer (Eds.), Proceedings of the 8th Mathematics Education and Society Conference (pp. 255-269). USA: Portland State University.

Andersson, A., & Wagner, D. (2015). Questions from ethnomathematics trajectories.In S. Mukhopadhyay & B. Greer (Eds.), Proceedings of the 8th Mathematics Education and Society Conference (pp. 270-283). USA: Portland State University.

Seah, W.T., & Andersson, A.,(2015). Exploring alignment of values in mathematics classrooms. In Proceedings of CERME 9, Charles University in Prague, Faculty of Education. 

Wagner, D. & Andersson, A.(2015). The micro-politics of students’ language repertoires in counting contexts.In Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.). (2015). Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI: Michigan State University.

Österling, L., Grundén, H., & Andersson, A. (2015) Mathematical values and fostering. In S. Mukhopadhyay & B. Greer (Eds.), Proceedings of the 8th Mathematics Education and Society Conference (pp. 860-872). USA: Portland State University.

Andersson, A., & Österling, L. (2014). Metric equivalence in international surveys: Cultural edges. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.).Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 1) (pp. 41-48)Vancouver, Canada: PME.

Andersson, A., & Österling, L. (2013). Measuring immeasurable values. In A.M. Lindmeier, & A. Heinze (Eds.) Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2.(pp. 17-24). Kiel, Germany: PME.

Andersson, A.,& Seah, W.T. (2013). Facilitating mathematics learning in different contexts: the values perspective. In M. Berger, K. Brodie, V. Frith & K. le Roux (eds), Proceedings of the seventh international mathematics education and society conference, Cape Town 2nd-7thApril 2013(pp 193-202). Cape Town: Hansa Print Ltd.

Skog, K., & Andersson, A. (2013). Immigrant mathematics teacher students’ subject positioning. Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4.(pp. 233-240). Kiel, Germany: PME.

Skog, K., & Andersson, A. (2013). Exploring identity positioning as an analytical tool. In M. Berger, K. Brodie, V. Frith & K. le Roux (eds), Proceedings of the seventh international mathematics education and society conference, Cape Town 2nd-7thApril 2013, (pp. 441-451). Cape Town: Hansa Print Ltd.

Andersson, A.(2012). Contexts matters in mathematics classroom practices. ICME 2012.

Andersson, A.,& Seah, WT. (2012). Values in mathematics education contexts. In Tso, T.Y. (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Vol 2-27 (pp. 35-42) Taiwan: Taipei PME.

Andersson, A.(2011). Interplays between context and students’ achievement of agency.  In M. Pytlak, E. Swoboda & T. Rowland (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education(pp. 1389-1398). Rzeszów, Poland: ERME.

Andersson, A., & Norén, E. (2011). Agency in mathematics education. In M. Pytlak, E. Swoboda & T. Rowland (Eds.), Proceedings of the 7th Congress of the European Society for Research in Mathematics Education(pp. 1389-1398). Rzeszów, Poland: ERME.

Andersson, A.(2010). Making Sense of Critical Mathematics Teaching. In L. Sparrow., B. Kissane,. & C. Hurst (Eds), MERGA33 – 2010 Shaping the Future of Mathematics Education. Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia(pp.51-58). Fremantle: MERGA Inc.

Andersson, A., & Valero, P. (2009). Mathematics education giving meaning to social science students. Accepted for proceedings at II Congreso Internacional de Investigación, Educación y Formación Docente, August, 26-28, 2009. Colombia: Medellin.

Andersson, A.(2008). A cultural visit in mathematics education. In B. Sriraman,C. Michelsen, A. Beckmann & V. Freiman (Eds). Interdisciplinary research in mathematics and its connections to the arts and sciences (pp. 255-272). USA, Montana: Information age publishing Inc & the Montana councils of teachers of mathematics.