In my research, I focus mainly on the curriculum resources that elementary school teachers use, and how these resources are being used by teachers. I do so frequently from a cross-cultural perspective.
Currently, I study teachers’ use of both print and digital mathematics resources in the contexts of Sweden, Finland, the USA, and Flanders (Belgium). I do so with researchers from these four contexts. I also study how resources can support teachers’ collective learning while preparing for and reflecting on teaching mathematics lessons, and how upper secondary school students’ reasoning unfolds while solving mathematical tasks.
The project want to generate a nuanced understanding of how inequity in socio-material conditions can affect students' opportunities to learn mathematics.
A more inclusive mathematics education is an explicit aim and policy for the research in this collaboration. How can pre-service and in-service mathematics teacher education contribute to this aim?
