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.
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Rangnes, T. E. & Eikset, A. (2019). Preservice teachers’ reflections on language diversity. I: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.
Lekaus, S. (2019) On teachers’ experiences with argumentation and proving activities in lower secondary mathematics classrooms. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.
Eikset, A. & Meaney, T. (2018). When does a difference make a difference? Teaching about language diversity in mathematics teacher education. Nordic Studies in Mathematics Education, 23(4), 225-246.