Language diversity and argumentation in and with mathematics
The group is engaged in investigating how mathematics is communicated in flexible language situations, where multimodality and linguistic diversity are emphasized.
The group focuses on how mathematics education can contribute to the formation of critical and active citizens, and on seeking insight into discourses related to how mathematics, mathematics education and children and young people's learning are communicated in institutions and in social debates. This includes examining teacher students' critical reflections on mathematics teaching and facilitation for flexible language chromium.
The group works to gain insight into how children, teacher students, teachers, mathematicians and others explain, reason, argue and prove in mathematics, and how mathematics is used in argumentation in a social situation.
Research is conducted from different perspectives on conversation, communication and argumentation. Studies of linguistic diversity in mathematics education and how linguistic and cultural encounters can affect mathematics teaching and learning will be seen in the context of the right to participation and the formation of critical citizens.
The research group Language diversity and argumentation in and with mathematics is a subgroup of the research group Mathematics education in a critical perspective.
Recent publications
2025
Honningsvåg, T. K., & Rø, K. (2025). «Vi teikna for å vere sikre, vi». Tangenten – tidsskrift for matematikk i grunnskolen, 36(3), 2–7.
Meaney, T., Lekaus, S., & Ferrari, E. (2025, February 4th-8th ). The connection between task design and how algebraic variables and constants are described [Paperpresentasjon]. The Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), Bozen-Bolzano.
Tvedt, E. E., Røsseland, M., & Drageset, O. G. (2025). How being assigned the role of initiator influences a silent student’s participation in a problem-solving group discussion. In 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 (Eds.), Interplay between research and teaching practice in mathematics education. Proceedings of the Tenth Nordic Conference on Mathematics Education (pp. 377–384). SMDF.
2024
Kasari, G. (2024). Experiencing tensions when integrating language diversity into mathematics teacher education. Studying Teacher Education, 20(3), 323–343.
Meaney, T. & Rangnes, T. E. (2024). Introducing the role of being an advocate in mathematics teacher education. Journal of Mathematics Teacher Education, 27, 809–830.
Valenta, A., Rø, K., & Klock, S. I. (2024). A framework for reasoning in school mathematics: Analyzing the development of mathematical claims. Educational Studies in Mathematics, 116, 91–111.
2023
Ferrari, E., & Lekaus, S. (2023). The role of language awareness in an algebraic-thinking task. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 1577–1584). Alfréd Rényi Institute of Mathematics and ERME.
Ferrari, E., Lekaus, S., & Meaney, T. (2023). The complexity of task design for utilising the epistemic potential of multiple languages in developing pattern understandings. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 1585–1592). Alfréd Rényi Institute of Mathematics and ERME.
Fosse, T., Lode, B. & Ånestad, G. (2023). Rettferdig undervisning? Tangenten - tidsskrift for matematikkundervisning, 34(3), 30–34.
Meaney, T. & Rangnes, T. E. (2023). Possibilities for learning about mathematical argumentations using language resources of multilingual preservice teachers. In E. Baschek, M. Fetzer, R. Klose, C. Schreiber, & E. Söbbeke (Eds.) Sprachlich-kulturelle ressourcen im mathematikunterricht der primarstufe (pp. 85–106). Wissenschaftliche Texte und Medien.
2022
Arnesen, K. K., & Rø, K. (2022). The complexity of supporting reasoning in a mathematics classroom of shared authority. Mathematical Thinking and Learning, 1–26.
Lekaus, S. & Lossius, M. H. (2022). Språksensitiv matematikkundervisning. Tangenten – tidsskrift for matematikk i grunnskolen, 33(3), 10–16.
