School mathematics is not universal. It produces and is produced by social norms. What is considered as normatively appropriate school mathematics may vary when immigrant students (re)produce school mathematics in transitions between school mathematical practices at home and at school. In this study, one group of primary school students and two groups of secondary school students were interviewed to investigate their experiences with school mathematics in transitions. In contrast to some previous studies, the present study reveals instances where students positioned their parents as mathematically knowledgeable. To some students, it was important to know mathematical concepts in the mother tongue to be positioned as knowledgeable in mathematical conversations at home. This suggests that pedagogical practices should not only facilitate the transition of students’ everyday experiences into mathematics classrooms but also explore how school mathematics can be transitioned out of school, particularly considering transnationalities where ways of knowing transcend national boundaries.

Through phenomenological analysis, this extreme case study identifies conflicts as key phenomena when two teachers engage in a large-scale, scripted mathematics teaching program. The conflicts relate to the teachers’ professional expertise, societal and policy expectations and demands, and didactical considerations. We conclude that scaling should not only be understood as scaling up, but rather as scaling down - adapting programs to specific local contexts, and that implementation of scaled research findings ought to consider teachers’ professionalism as a matter of ethics.

Inspired by desire-based research methodologies, we present anongoing project about developing a methodological device whichcould be used for problematizing and disturbing design-basedresearch (DBR) methodologies to avoid results that are technofixes.This is important because in mathematics education design-basedresearch is currently becoming very influential – almost a giant – inpolicy making and among stakeholders. We use an educational designresearch project to show how the proposed device allows for noticingand considering the wishes (request) of people who are affected by thechanges that are proposed within the DBR methodologi

Inspiradas en metodologías desire-based research,presentamos un proyecto que actualmente se encuentra en cursoacerca del desarrollo de un dispositivo methodológico que puedeser usado para problematizar y generar perturbaciones en lasmethodologías de investigación basadas en diseño (DBR) y asíevitar resultados que sean tecnofijos. Esto es importante debidoa que, actualmente, en educación matemática, la investigaciónbasada en diseño se está convirtiendo en algo muy influyente-casi gigantesco-, tanto en la formulación de políticas como entretodos los actores interesados. Usamos un proyecto de investigaciónde diseño educativo para mostrar cómo el dispositivo propuestopermite identificar y considerar los requerimientos de las personas que están siendo afectadas por los cambios que seproponen dentro de las metodologías DB

The aim of this paper is to investigate the mathematical discourse, as communicated by textbooks, during the introduction phase of early years mathematics education, and to identify how it changes over this short period of time. While textbooks play a central role in communicating this discourse, less is known about how the discourse as communicated by textbooks changes during the introduction phase, i.e., the first months of school. We use commognitive concepts to examine part of the discourse, specifically routines and visual mediators, of the first 100 tasks in three textbooks for Grade 1 in Sweden. Our findings reveal a rapid increase in the routine of re-organization and the use of symbols as visual mediators, implying a swift change from a discourse characterised by colloqu

Syftet med denna artikel är att undersöka den matematiska diskursen, såsom den kommuniceras via läroböcker, under introduktionsfasen i den tidiga matematikundervisningen, samt att identifiera hur den förändras under denna korta tidsperiod. Även om läroböcker spelar en central roll i att förmedla denna diskurs, är det mindre känt hur den förändras just under introduktionsfasen, det vill säga de första månaderna i skolan. Vi använder kommognitiva begrepp ur för att analysera delar av diskursen, särskilt rutiner och visuella medierare, i de första 100 uppgifterna i tre svenska läroböcker för årskurs 1. Resultaten visar en snabb ökning av omorganiserande rutiner och användningen av symboler som visuella medierare, vilket tyder på en snabb övergång från en diskurs präglad av vardagliga visuella uttryck och spirande rutiner till en mer formell matematisk diskurs.

In this paper we weaved Terrapolis stories with Molly, Maria, an AI chatbot, Rosi Braidotti, Donna Haraway amongst others. The aim is to locate ideas and questions in relation to the paradoxical advantages and disadvantages of new digital technologies that have permeated mathematics education. To do that, we used Donna Haraway’s tentacular thinking to think together new ideas through other ideas in an affirmative way. We also acknowledge that we, as researchers, are entangled in this study and that we are part and produced the explored phenomenon. Molly and Maria were participants of an interview that was conducted in a Swedish school with 8 grade students. New entangled ideas were also weaved with responses generated from our AI chatbot.

The notion of multilingual students’ first language has been advocated as a resource in mathematics learning for some time. However, few studies have investigated how implementing students’ L1 in the teaching practice impacts multilingual students’ mathematics learning opportunities. Based on a 9-month-long ethnographic study conducted in Iran, we investigate what a long-term shift from mathematics teaching in the language of instruction (Persian) to mathematics teaching that includes students’ first language (Turkish) may mean in terms of learning opportunities. In language positive classrooms, students’ socialization into mathematics and language includes using students’ first languages and paying explicit attention to different aspects of language use in mathematics. Among other things, socialization events provide possibilities to share explanations of mathematical thinking. The results of this study suggest that using students’ first languages may reinforce other language positive socialization events and provide mathematics learning opportunities during individual assignment activities. Furthermore, the results suggest that the conceived value of mathematics education in the local communities changed with the introduction of students’ L1 in the teaching practice. Consequently, this study indicates that using students’ first languages in mathematics classrooms may be a key issue in multilingual contexts. 

Föreställningen om flerspråkiga elevers första språk har förespråkats som en resurs i matematikinlärning under en tid. Men få studier har undersökt hur implementering av elevers L1 i undervisningen påverkar flerspråkiga elevers möjligheter till matematikinlärning. Utifrån en 9 månader lång etnografisk studie genomförd i Iran undersöker vi vad en långsiktig förskjutning från matematikundervisning på undervisningsspråket (persiska) till matematikundervisning som innefattar elevernas modersmål (turkiska) kan innebära mtt lärandemöjligheter. I språkpositiva klassrum ingår elevernas socialisering till matematik och språk att använda elevernas modersmål och att uttrycka uppmärksamma olika aspekter av språkanvändning i matematik. Socialiseringsevenemang ger bland annat möjligheter att dela förklaringar av matematiskt tänkande. Resultaten av denna studietid på användningen av elevers modersmål kan förstärka andra språkliga positiva socialiseringsmöjligheter och ge matematikinlärningsmöjligheter under individuella uppdragsaktiviteter. Vidare tyder resultaten på att det tänkta värdet av matematikundervisning i lokalsamhällena förändrades i och med att elevernas L1 introducerades i undervisningspraktiken. Följaktligen indikerar denna studie att användningen av elevers modersmål i matematikklassrum kan vara en nyckelfråga i flerspråkiga sammanhang.

The aim of this workshop is to explore how collages could function as a research methodology that takes seriously power issues connected to hierarchies, by increasing multivocality and pluralism, in order to facilitate dialogue. In small groups, the participants will explore and respond to some collages that teacher educators have created about their desires for mathematics education in migration contexts. The workshop will focus on the following questions, a) how and what desires can be interpreted in the collages? and b) therefore are collages an ethical research method for co-constructing dialogues? 

This paper reports on an arts-based embodied mathematics workshop with teachercandidates on binary number patterns, based on a poem by Mike Naylor. We use the notionof crafting to consider that cognitive activities are not separated from the body, but that thephysical body and the cognitive abilities form one unit, one activity. In the crafting activities,teacher candidates responded to the workshop material while at the same time the materialresponded to their actions. Often, work with real materials and physical movement is considered appropriate only for ‘the little children’; as learners become older and more capablemathematically, they are expected to learn simply by mental effort and a few symbolic markson paper. The Binary Balcony Workshop and the mathematical artwork made by theseteacher candidates offers a counterexample of ways people are capable of building sophisticated, complex mathematical understandings in practices of correspondence with materialsand design. We aim for a ‘third space’ between crafting and mathematics, favoring neitherone nor the other, but inspiring new creative work in the liminal space between embodiedarts and mathematics. 

In the context of humanistic Bildung-centred Didaktik, the educational potential of different school subjects is emphasized. But how can different school subjects collectively contribute to the ‘cultivation-of-human-powers’ and Bildung with a focus on sustainability? In this article, seven different school subjects are compared. Eleven teacher educators from Malmö University, Sweden, have written scholarly about the roles of their respective school subjects for Bildung and sustainability. Drawing from the texts related to the seven school subjects – geography, mathematics, physical education and health, religious education, science for citizenship, Swedish as a second language, and visual arts – a comparative analysis was conducted. The primary focus was to understand the unique characteristics of each school subject, explore their epistemic differences, and discern their potential roles in fostering cross-curricular didactics for Bildung and sustainability. It is shown that the different school subjects collectively provide complementary contributions to contemporary Bildung and climate change literacy.