Digital tools and modelling in mathematics education
The group focuses on how digital tools and mathematical modelling can contribute to kindergarten children and school pupils’ mathematics learning, and their development of positive attitudes towards mathematics.
The research is directed towards how coding and programming and the use of visualisations, animations, and dynamic geometry and functions software can contribute to deeper mathematical understanding. With respect to modelling, the focus is also directed towards how insights into modelling can contribute to pupils’ critical thinking and ethical awareness.
The research focuses on mathematical modelling and digital competence is connected to creative and exploratory approaches to mathematics learning.
The research group Digital tools and modelling in mathematics education is a subgroup of the research group Mathematics education in a critical perspective.
Selected publications
2025
Hauge, I. O. & Rekstad, M. (2025). Bruk av kunstig intelligens i matematikkundervisning. I E. Elstad & K. Korbøl (Red.), Kunstig intelligens i skolen (s. 167–183). Fagbokforlaget.
Meaney, T., Severina, E., Undheim, M., & Granone, F. (2025). Defining professional digital competence of early childhood teachers working with mathematics. Nordisk barnehageforskning, 22(2), 241-259.
Piedra Moreno, D. P., Meaney, T. & Herheim, R. (2025). Processes of recontextualizing a curriculum reform into mathematics teacher education. Journal of Mathematics Teacher Education.
Rekstad, M., Herheim, R. & Nordby, S. K. (2025). Categorising types of programming in mathematics education. I C. K. Skott, M. Blomhøj, A. Eckert, R. Elicer, R. Herheim, B. Kristinsdóttir, D. M. Larsen, G. A. Nortvedt, P. Nyström, J. Ö. Sigurjónsson & A. L. Tamborg (Red.), Interplay between research and teaching practice in mathematics education: Proceedings of NORMA24, The tenth Nordic Conference on Mathematics Education (s. 305–312). Svensk förening för MatematikDidaktisk Forskning – SMDF.
Skott, C. K., Blomhøj, M., Eckert, A., Elicer, R., Herheim, R., Kristinsdóttir, B., Larsen, D. M., Nortvedt, G. A., Nyström, P., Sigurjónsson J. Ö., & Tamborg A. L. (2025). Interplay between research and teaching practice in mathematics education: Proceedings of NORMA24, The tenth Nordic Conference on Mathematics Education. Svensk förening för MatematikDidaktisk Forskning – SMDF.
2023
Herheim, R. (2023). On the origin, characteristics, and usefulness of instrumental and relational understanding. Educational Studies in Mathematics, 113, 389–404.
Herheim, R., Rangnes, T. E., Rø, K. & Smestad, B. (2024). Master i matematikkdidaktikk. Fagbokforlaget.
Kaufmann, O. T., Maugesten, M., & Meaney, T. (2023). The professional identities of prospective mathematics teachers who teach through programming. Journal of Mathematics Teacher Education, 1-15.
Meaney, T., Severina, E., Gustavsen, M., Hoven, C.S., & Larsen, S.B. (2023). Mathematical and Computational Thinking in Children's Problem Solving with Robots. I H. Palmér, C. Björklund, E. Reikerås & J. Elofsson (Red.), Teaching Mathematics as to be Meaningful–Foregrounding Play and Children’s Perspectives: Results from the POEM5 Conference (s. 97–118). Springer Cham.
Steffensen, L., Hauge, K. H. & Herheim, R. (2023). Etisk tenkning og programmering. Tangenten – tidsskrift for matematikkundervisning, 34(2), 32–38.
2022
Forsström, S. E. & Herheim, R. (2022). Digital technology in mathematics education – more than a tool. I J. Hodgen, E. Geraniou & F. Ferretti (Red.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (s. 2725–2732). Free University of Bozen-Bolzano, Italy and ERME.
Projects
Head of Research Group
Members
PhD fellows
- Tor Inge Vethe
- Mona Karbaschi Vee