Language diversity and argumentation in and with mathematics
The research group focuses on language diversity in mathematics education and studies how different actors reason and argue in mathematics. Another area of interest is how mathematics is used in argumentation in public debates.
The research group examines dialogue, communication, and argumentation in and with mathematics from various perspectives, with particular emphasis on multimodality and language diversity.
We study how children, preservice teachers, teachers, mathematicians, and others reason, justify, argue, and prove within mathematics. We also investigate how mathematics is used in argumentation in societal contexts. This includes examining how language and cultural diversity influence the learning and teaching of mathematics.
The research highlights how encounters between languages and cultures can open opportunities for participation and contribute to the development of critical and reflective 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.
