Research: Inclusive Mathematics Teaching
Understanding and developing school and classroom strategies to raise mathematics attainment in Norwegian schools.
Project summary
research Summary
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January 2019 to December 2022
Participation and achievement in mathematics is a social justice issue. But in Norway, as in many other countries, attainment and engagement in mathematics correlates with socio-economic and ethnic backgrounds. International tests and national patterns of attainment also suggest that many students in Norway do not reach their full potential.
The Inclusive Mathematics Teaching (IMaT) project addresses the need to make mathematics teaching in Norway more inclusive by:
- surveying schools across Norway to find out more about how they organise education in mathematics, and the impact of different strategies on student outcomes
- surveying and interviewing leaders, teachers and students to find out about their experience of mathematics teaching
- working with a group of schools and municipalities to understand their processes of decision-making about how teaching is organised
- looking closely at classrooms to understand teachers’ practice, and how students engage with mathematics
- developing and evaluating an intervention based on Realistic Mathematics Education, known for its positive impact on attainment and engagement across the range of ages and abilities
Based at OsloMet University, the project team brings together sociologists of education, mathematics education specialists, teacher educators, curriculum materials designers, educational researchers and statisticians.
Research outputs
- Eriksen, E., Hovik, E., & Kjensli, G. (in press). Challenges in Enacting Classroom Dialogue. In H. Kaarstein, M. Hähkiöniemi, J. Fauskanger, J. Radisic, & M. Naalsund (Eds.), Nordic Research in Mathematics Education. Proceedings of NORMA 20 The Ninth Nordic Conference on Mathematics Education Oslo. Gothenburg: Swedish Society for Research in Mathematics Education.
- Hara Fadum, A., Kleve, B. & Rodal, C. (in press). An investigation activity as a means of including students in mathematical sensemaking. In H. Kaarstein, M. Hähkiöniemi, J. Fauskanger, J. Radisic, & M. Naalsund (Eds.), Nordic Research in Mathematics Education. Proceedings of NORMA 20 The Ninth Nordic Conference on Mathematics Education Oslo. Gothenburg: Swedish Society for Research in Mathematics Education.
Research team
Research team
Lead researcher
Co-researchers
- Associate Prof Elisabeta Eriksen, OsloMet
- Sigrun Holmedal, PhD student
- Prof Jeremy Hodgen, University College London (consultant)
Funding
With funding from
The Research Council of Norway
Contact
Contact us
For general enquiries about the Education and Social Research Institute’s mathematics education group, you can contact group lead Prof Ricardo Nemirovsky.
