Arbeids- og kompetanseområde
Tamsin Meaney er professor i matematikkutdanning. Hun har vært involvert i lærerutdanningsprogrammer og veilederte post-graduate studenter i New Zealand, Australia, Sverige og Norge. Hun er en svært produktiv matematikk utdanningsforsker med mer enn en 100 peer reviewed publikasjon. Hennes spesialiteter er i urfolksutdanning, tidlig barndomsutdanning og lærerutvikling. Hun har presentert keynotes i flere land rundt om i verden. I dag er hun forskningsleder for et stort forskningsråd finansiert prosjekt om "Læring om undervisningsargumentasjon for kritisk matematikkutdanning i flerspråklige klasserom" som vil løpe fra 2018-2021. Hun driver også et prosjekt som en del av Kindergarten Knowledge (Kindknow) - Senter for systemisk forskning om mangfold og bærekraftig fremtid.
- MGBBNM550, Begynnaropplæring i norsk og matematikk 4 - Masteroppgåve, 24/25
- MGBMA503, Matematikk 3, emne 3 - Matematikkdidaktikk i forskingsfeltet, 24/25
- MGUMA503, Matematikk 3, emne 3 - Matematikkdidaktikk i forskingsfeltet, 24/25
Publikasjonar
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Profesjonsfaglig digital kompetanse med matematikk i barnehagen
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Barnehagelærerstudentenes synspunkter om digitale verktøy for å støtte matematiske utforskninger
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The influence of promts on children's number stories
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Introducing the role of being an advocate in mathematics teacher education
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Young students’ representations of mathematics in posing problems about fairness
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etnomatematikk
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Norwegian and Swedish early childhood preservice teachers’ views on digital technologies for supporting mathematics explorations
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Children’s mathematical literacy as education for sustainable development
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Mathematical Modelling in Early Years of School
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Early childhood pre-service teachers’ preparation for using technology with children: a systematic literature review
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"Shall we bullshit people?" Truth, lies and bullshit in argumentation that uses mathematics
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Possibilities for learning about mathematical argumentations using the language resources of multilingual preservice teachers
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What can children teach us? Researchers as learners
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We are digital natives – preservice teachers’ professional mathematical identities
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The complexity of task design for utilising the epistemic potential of multiple languages in developing pattern understandings
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Mathematical and computational thinking in children’s problem solving with robots
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Preservice and inservice teachers’ views on digital tools for diverse learners in mathematics education
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Currachs and ethnomathematics
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Conceptualising success in mathematics education: Three immigrant families discussing Saturday schooling of their children in Norway
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The field of mathematics education research and its boundaries
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Young students’ representations of mathematics in posing problems about fairness Représentations des mathématiques par les jeunes élèves en posant des problèmes d'équité
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The professional identities of prospective mathematics teachers who teach through programming
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We are digital natives - preservice teachers' professional mathematical identities
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Design heuristic for generating conceptual learning opportunities through multiple languages – Exemplified for algebra
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Special issue on mathematics in early childhood education
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Evaluating Minecraft as a mathematical language resource
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Regnefortellinger om rettferdighet og urettferdighet
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Computational Thinking and Early Childhood Educators
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Doing teacher education
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Tensions in mathematics teacher education
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Lek med problemer
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Developing an analytical tool for radical socially-just teacher educator action research about language diverse mathematics classrooms
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The complexity of preservice teachers doing an interdisciplinary statistics project
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Kindergarten preservice teachers evaluating mathematical apps
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I didn’t notice that there was mathematics in kindergarten: Polish parents’ views about Norwegian kindergartens
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Using digital tools in language diverse mathematics classrooms
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Views of pre-service teachers in Norway on the value of programming in teaching mathematical and pedagogical topics
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Possibilities for learning about mathematical argumentations using the language resources of multilingual preservice teachers
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Preservice teachers learning from teaching mathematics in multilingual classrooms
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Evaluating Minecraft as a mathematical language resource
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Ethnomathematics in Education: The Need for Cultural Symmetry
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The cultural symmetry framework: a pedagogic approach developing mathematics activities in an Indigenous initial teacher education programme
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Using apps for sustaining young children’s mathematical languages
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Issues with using Activity Theory to understand how master's students view their research skills as contributing to their future teaching
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Truth, lies and bullshit in critical mathematics education
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Surveying preservice teachers’ understanding of aspects of mathematics teaching – a cluster analysis approach
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Panel: Local and global childhoods
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Year 2 children posing and solving their own written problems.
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Issues with using Activity Theory to understand how Master students view their research skills as contributing to their future teaching
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Mathematical and computational thinking in children’s problem solving with robots
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Views of Pre-service teachers in Norway on the value of programming in teaching mathematical and pedagogical topics
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Gestures, systemic functional linguistics and mathematics education
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Using digital tools in language diverse mathematics classrooms
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Preservice teachers’ views on programming as part of their professional identity as mathematics teachers
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Issues with using Activity Theory to understand how Master students view their research skills as contributing to their future teaching.
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Writing reviews: perspectives from the editors of Educational Studies in Mathematics
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“My parents are pretty pleased with my maths”: students’ navigation of identity stories about mathematics
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“I think it’s a smash hit”: Adding an audience to a critical mathematics education project
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Paulus Gerdes – reflections of Alan Bishop and Marit Johnsen-Høines in conversation with Tamsin Meaney
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Surveying mathematics preservice teachers
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Surveying preservice teachers’ understanding of aspects of mathematics teaching – a cluster analysis approach
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Regnefortellinger
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Barn på 2. trinn lager og løser sine egne skriftlige problemer
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Unfettering discussions about social justice: the role of conversational prompts in discussions about mathematics education for Indigenous students
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They saw and dared to call things mathematics: Facilitators' views on an online mathematics professional development module.
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Evaluating numeracy apps in different cultural contexts
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“I am part of the group, the others listen to me”: theorising productive listening in mathematical group work
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Milieus of learning in a Norwegian mathematics textbook.
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Milieus of learning in a Norwegian mathematics textbook
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Surveying mathematics preservice teachers
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Surveying preservice teachers’ understanding of aspects of mathematics teaching – a cluster analysis approach
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Preservice teachers learning from teaching mathematics in multilingual classrooms
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What can we do against racism in mathematics education research?
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Using apps for sustaining young children’s mathematical languages
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The influence of digital technologies on the relationship between mathematics and culture
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Cultural meetings? Curricula, Digital Apps and Mathematics Education
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Multilingual preservice teachers evaluating mathematical argumentation: Realised and potential learning opportunities
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Using problem posing to bring real-life into the mathematics classroom: can it be too real?
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Å formulere og løse problemer i barnehagen
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Evaluering av matematiske digitale spill: Hva barnehagestudentlærere merker
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Multilingual preservice teachers evaluating mathematical argumentation: Realised and potential learning opportunities.
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They saw and dared to call things mathematics: Facilitators’ views on an online mathematical professional development module.
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Evaluating numeracy apps in different cultural contexts
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Using apps for sustaining young children’s mathematical languages
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Indigenous students in mathematics education
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Ethnomathematics and Indigenous teacher education: Waka migrations
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Matematikdidaktik i förskolan
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Kindergarten Teachers’ Stories About Young Children’s Problem Posing and Problem Solving
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The Semiotic Resources Children Use in Their Explanations of Hypothetical Situations
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The role of language in ethnomathematics
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The relationship between language, culture, and ethnomathematics
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Statistical Enquiry and Cultural Knowledge: Ocean Settlement Voyages
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What the mathematics in the puzzles and handicrafts in 1920s Danish children’s magazines tells about childhoods
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Preservice teachers learning from teaching mathematics in multilingual classroooms
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Digitale verktøy er bra for tilpasset opplæring (men kanskje ikke så bra for å lære matematikk)
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Multilingual mathematics: Using digital games to develop children´s mathematical languages
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Prinsipper som bør legges til grunn for etablering av forskningsgrupper
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PRESERVICE TEACHERS LEARNING FROM TEACHING MATHEMATICS IN MULTILINGUAL CLASSROOMS
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Discussing Mathematics Teacher Education for Language Diversity
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Supporting Language Diversity In Mathematics Teacher Education: A Framework
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Learning about Teaching Argumentation for Critical Mathematics Education in Multilingual Classrooms: An Introduction
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When does a difference make a difference? Teaching about language diversity in mathematics teacher education.
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Talking about mathematics in two languages: Can parental views inform the development of digital games for young children?
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Language diversity in mathematics education in the Nordic countries 2008-2018
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Språklig mangfold i matematikkundervisning i de nordiske landa fra 2008-2018
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Differential Enhancement in Mathematical Pre-School Class Activities
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The semiotic resources childnre use in their explanations of hypithetical situations
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Kindergarten teachers' views on problem solving and the mathematical activities of young children
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Developing mathematics education understandings from Kakadu to early childhood: The art of mentoring
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Minecraft in mathematics classrooms: A teacher´s perspective
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Ethnomathematics and Indigenous teacher education: Canoe Migrations
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Unframing mathematics: Effecting social justice
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The ethnomathematics of childhood: Puzzles and handicrafts in 1920s Danish children´s magazines
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Mathematics as the Trojan horse in Norwegian early childhood policy?
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Indigenous students and mathematics education
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Preservice teachers recognising and responding to young children’s engagement with mathematics
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Young children´s engagement with mathematics: Expanding teacher educators´ views
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Policy Production Through the Media: The Case of More Mathematics in Early Childhood Education
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Mathematics Curricula: Issues of Access and Quality
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Language choice and ethnomathematics in the Pacific: Transforming education?
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Statistical enquiry and cultural knowledge: Ocean settlement voyages
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Introduction to the papers of TWG10: Diversity and mathematics education: Social, cultural and political challenges
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Supporting young children’s mathematical register learning in two languages: ICT possibilities
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How Sámi teachers development of a teaching unit influences their self-determination
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(Wanting to do) Ethical research in a shifting context
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Indigenous Teacher Education: When Cultural Enquiry Meets Statistical Enquiry
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To Gain Knowledge of How to be Challenging: Preschool Mathematics Professional Development
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Language Choice and Ethnomathematics in the Pacific: Transforming Education?
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Cultural and Mathematical Symmetry in Māori Meeting Houses (Wharenui)
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Teacher Narratives about Supporting Children to Read and Write in Mathematics: The Case of Kay
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Highlighting Heritages and Building Tasks: A Critical Analysis of Mathematics Classroom Discourse Literature
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Computer Programming in the Lower Secondary Classroom: Mathematics Learning
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How Sámi teachers’ development of a teaching unit influences their self-determination
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Book Review: How research fields change — the documentation of a process. Anjum Halai and PhilipClarkson (Eds.) (2016) Teaching and learning mathematicsin multilingual classrooms
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When does a difference make a difference? Teaching about language diversity in mathematics teacher education
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Bodies balancing: Young children learning
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Measuring temperature within the didaktic space of preschool
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Locating learning of toddlers in the individual/society and mind/body divides
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Locating learning of toddlers in the individual/society and mind/body divides
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The relationship between language, culture and ethnomathematics
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The mythologising of preschool mathematics: what is it supposed to do?
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Using Gee’s Building Tasks to Analyse Research on Mathematics Classroom Discourse: Trodden Paths and Lessons Learned
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The production of “common sense” in the Media about more mathematics in early childhood education
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Mathematics curricula: Issues of Access and Quality
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Cultural and Mathematical Symmetry in Māori meeting Houses (Wharenui)
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Teacher educators´ Views of young children’s mathematics: The impact of different roles
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Preservice teachers responding and recognising to young children´s engagement with mathematics
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Lytting i matematiske samtaler mellom elever på videregående skole
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Matematikdidaktik i førskolan
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Distribution, recognition and representation: Mathematics education and Indigenous students
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Professional development facilitators: Reflecting on our practice
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Power in preschools: How to support teachers in the unpacking process.
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What maths do children engage with in Swedish preschools?
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Preschool children learning mathematical thinking on interactive tables
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When Is Young Children’s Play Mathematical?
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Introduction
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Mathematics Education in the Early Years - Results from the POEM2 Conference, 2014
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Children's agency in learning mathematics
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Reintroducing Māori ethnomathematical activities into the classroom: Traditional Māori spatial orientation concepts
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Rethinking teachers' learning as practice
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Beginning early: Mathematical exclusion
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Mathematical exclusion with the every day
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Teacher reflection when supporting children to read and write in mathematics: The case of Kay
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The production of “common sense” in the media about more mathematics in early childhood education
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«The why, what, when, where and how of publishing»
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Multikulturalitet og lærerutdanning i matematikk: Opplegg til seksjonsseminar 7-8 mai 2015
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Have you only played today?
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Preschool teachers' perceptions of the role of videos in professional development
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Socioeconomic influence on mathematics achievement: What is visible and what is neglected?
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Analysing instrumental and pedagogic situations in preschools using the didaktic space
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Theorising the design of professional development web modules
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Preschool teachers' awareness of mathematics
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Locating learning of toddlers in the individual/society and mind/body divides
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Mathematics education at the preschool level
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Finding the way: Cultural revival through mathematics education
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Beginning early: Mathematical exclusion.
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Power in preschools: How to support teachers in the unpacking process
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It’s not just a matter of pink blocks: The provenance of learning resources
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Being and becoming as socialisation in a mathematical activity in preschool
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E Haere Ana Koe Ki Hea? Spatial thinking: Traditional Māori systems and language of spatial orientation
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“I am [not always] a maths hater”: Shifting students’ identity narratives in context
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Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014
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Preschool teachers' awareness of mathematics
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Bishop's 6 activities: Changing preschool teachers' mathematical awareness
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Analysing instrumental and pedagogic situations in preschools using the didaktic space
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Educational myths about mathematics education and what they are doing to young children
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When is preschool children's play mathematical?
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PRESCHOOL CHILDREN LEARNING MATHEMATICAL THINKING ON INTERACTIVE TABLES
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The mythologising of preschool mathematics: what is it suppose to do?
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It’s not just a matter of pink blocks: The provenance of mathematical learning
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Indigenous students and mathematics education
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Mathematical teaching moments : between instruction and construction
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Rousing mathematics classrooms out of the ice-age
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It’s just as well kids don’t vote: The positioning of children through public discourse around national testing
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Back to the future? Children living in poverty, early childhood centres and mathematics education
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The contextual influences on teachers learning the registers for teaching and learning mathematics in another language
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Young children’s multimodal mathematical explanations
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Socialisation tensions in the Swedish preschool curriculum: The case of mathematics
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Immigrant students’ perceptions of their possibilities to learn: The case of homework
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When do I get to say we?
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Trends in researching the socioeconomic influences on mathematical achievement
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The privileging of English in mathematics education research, just a necessary evil?
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Yngre barns förståelse av mätning
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Matematiklyftet: Modul för förskoleklass
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Matematiklyftet: Modul for förskola
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iPads and mathematical play: A new kind of sandpit for young children
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Learners in Transition Between Contexts
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One size does not fit all: Achieving equity in Māori mathematics classrooms
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Upsetting the norms of teacher education
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Mathematics curriculum development and Indigenous language revitalisation: Contested spaces
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Professional development facilitators: Reflecting on our practice
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Socioeconomic influence on mathematics achievement: What is visible and what is neglected?
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How one preschool teacher recognises mathematical teaching moments
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Yngre barns föreställningar om rum
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Yngre barns förståelse av mätning
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What maths do children learn in Swedish preschools?
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The tail wagging the dog? The effect of national testing on teachers' agency
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Swedish preschools, play and the learning of mathematics
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Digital technologies and developing mathematical understandings
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Indigenous students and the learning of mathematics
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Collaborating to meet language challenges in Indigenous mathematics classrooms
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What is the responsibility of mathematics education to the Indigenous students that it serves?
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Knowing mathematics to be a teacher
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Preservice teachers learning mathematics from the internet
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Professional development facilitators reflecting on our practice
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Preservice teachers learning mathematics from the internet
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Becoming disadvantaged: Public discourse around national testing.
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I actually started to scream: Emotional and mathematical trauma from doing school mathematics homework
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Only two more sleeps until the school holidays: One child’s home experiences of measurement.
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Preservice students' responses to being tested on their primary school mathematical knowledge
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A means to an end: The relationship between interactive whiteboards and developing mathematical understandings.
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Preservice students' responses to being tested on their primary school mathematical knowledge
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Structured or structuring: Setting up a professional development project
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Children's perspectives on mathematics homework
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Only two more sleeps until the school holidays: Referring to quantities of things at home
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If a quarter crashes, so it dies: Children's meaning making in mathematics lessons
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Critical travel through mathematics education
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I actually started to scream: Doing school mathematics homework
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The conference was awesome: Social justice and a mathematics teacher conference
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Learning how to represent mathematics on paper
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Mathematics education and Indigenous students
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School mathematical discourse in a learning landscape: Understanding mathematics education in multicultural settings
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Authority relations in the acquisition of the mathematics register at home and at school
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Weighing up the influence of context on judgements of mathematical literacy
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Really that’s probably about roughly what goes down: Hesitancies and uncertainties in mathematics assessment interactions
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Mathematics as text
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What’s power got to do with it?
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Symbiosis or cultural clash? Indigenous students learning mathematics
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An Indigenous community doing mathematics curriculum development
