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

Herheim, R. & Johnsen-Høines, M. (accepted). Students’ productive struggle when programming in mathematics. In Nordic research in mathematics education – Proceedings of The Ninth Nordic Conference on Mathematics Education, NORMA 20, Oslo.

Hansen, R. (accepted, 2020). Student teachers’ facilitations for pupils’ independency in modelling processes. In International Conference on the Teaching and Learning of Mathematical Modelling, ICTMA19, Hong Kong.

Meaney, T. & Pajic, R. (2018). Minecraft in mathematics classrooms: A teacher’s perspective. In H-G. Weigand, A. Clark-Wilson, A. D. Todorova, E. Faggiano, N. Grønbæk & J. Trgalova (Eds.), Proceedings of the Fifth ERME Topic Conference (ETC 5) on Mathematics Education in the Digital Age (MEDA) (pp. 179-186). Copenhagen: University of Copenhagen.

Heads of Research Group