Research project ReMath - Researching Practice-Based Mathematics Teacher Education. A national graduate school
The REMATH graduate school conducts research on practice-based mathematics education, making mathematics teachers’ work and practices visible and accessible to student teachers. The work focuses on understanding what is required to develop the skills needed for deliberate and equitable teaching.
Project description
The REMATH graduate school engages research related to practice-based mathematics teacher education, making the work and practices of mathematics teachers visible to and accessible for learning by student teachers. It operates from the guiding question of what it takes for student teachers to learn the mathematical work of teaching needed to engage in deliberate and equitable practice.
PhD students
Nine PhD students have been admitted, and the school is conducted in collaboration between four universities; Stockholm University, Mälardalen University, Dalarna University, and Kristianstad University. Read more about them below.
Malin Jones (Dalarna University) researches the way lesson planning is represented in research, course plans at Swedish universities, teaching at one university, and what student teachers take-up from this teaching.
Natalya Maksym’yak (Stockholm University) investigates discourses of diversity in teacher education, and their potential relationships with the accessibility of mathematics knowledge. In particular, she studies how institutions equip pre-service teachers to recognise and address practice of in(ex)clusion in mathematics classrooms.
Farouq Mensah (Stockholm University) uses a comparative case study approach to explore how pre-service mathematics teachers in Ghana and Sweden are being prepared to integrate instructional technology into their teaching practices. Grounded in the anthropological theory of didactics, it explores what is taught, how it is taught, and the reasons behind these choices while identifying opportunities and challenges within the programmes.
Miranda Rampe (Kristianstad University) explores how mathematical giftedness can be integrated within Swedish teacher education programs. Through a literature review, focus-group interviews and an intervention study, mathematical giftedness as it is addressed within teacher education is researched.
Harita Raval (Stockholm University) investigates cultural aspects of noticing in comparing pre-service teachers in India and Sweden.
Kristofer Sidenvall (Dalarna University) is studying the teaching and learning of giving feedback, in particular how this is addressed in on-line teacher education.
Hissan Yunus (Stockholm) researches which mathematical competencies are focused in mathematics teacher education in Ghana and Sweden.
Daniel Östberg (Mälardalen University) researches pedagogies that prepare teacher students for leading mathematical discussions. A systematic literature review, together with data collected in Swedish mathematics teacher education is used.
Project members
Project managers
Members
Anna Pansell
Senior lecturer, Director of studies
Eva Norén
Professor
Eva-Lena Erixon
Senior lecturer
Farouq Mensah
PhD student
Harita Pankajkumar Raval
PhD student
Hissan Yunus
PhD student
Kicki Skog
Senior lecturer
Lisa Österling
Senior lecturer
Natalya Maksym'yak
PhD student
Publications
Jones, M. (accepted).
Planning for mathematics teaching in Swedish teacher education. Paper to be presented at the Fourteenth Congress of the European Society for Research in Mathematics Education.
Maksym’yak, N. (accepted).
Discourses of diversity in mathematics teacher education research: An analytical tool for meta-didactic praxeologies. Paper to be presented at the Fourteenth Congress of the European Society for Research in Mathematics Education
Mensah, F. S. (2024).
Learning to teach mathematics with instructional technology: A praxeological analysis of a Swedish mathematics teacher education course. In T. Evans, O. Marmur, J. Hunter, G. Leach, & J. Jhagroo (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 217-224), PME.
Mensah, F. S., Pansell, A., Christiansen, I. M. (2024)
The teaching of instructional technology implementation in mathematics teacher education research: A critical analysis from a praxeology-informed perspective. Contemporary Issues in Technology and Teacher Education, 24(4).
Raval., H. P., Österling, L., Norén, E. (accepted).
Unlocking the Unfamiliar. What Pre-Service Teachers from Inda and Sweden notice in a Japanese video vignette. ECNU Review of Education.
News
More about this project
REMATH is a collaboration between Stockholm University, Mälardalen University, Kristianstad University, and Dalarna University. In addition to the projectmembers of the graduate school, the school has engaged international researchers, several of whom have contributed by teaching courses within the program. These individuals are:
- Associate Professor Julie Amador, Department of Curriculum and Instruction, University of Idaho, USA
- Professor Marcio da Silva, Federal University of Mato Grosso do Sul, Brazil
- Professor Takeshi Miyakawa, School of Education, Waseda University, Japan
- Associate Professor Craig Pournara, University of the Witwatersrand, South Africa
- Professor Anna Sfard, University of Haifa, Israel
Working across a range of Swedish teacher education institutions and collaborating with international research environments will facilitate that the doctoral research projects generate less context-dependent insights, which the same time complement existing research.
The work will contribute to a shared register for mathematics teacher education, cement a research community in the field, and inform pre-service teacher education nationally and internationally.
References
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Amador, J.M., & Carter, I.S. (2016). Audible conversational affordances and constraints of verbalizing professional noticing during prospective teacher lesson study. J. Math. Teach. Educ., https://doi.org/10.1007/s10857-016-9347-x
Amador, J.M., Carter, I., & Hudson, R.A. (2016). Analyzing preservice mathematics teachers' professional noticing. Action Teach. Educ., 38(4), 371-383.
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Skog, K. (2014). Power, positionings and mathematics. Discursive practices in mathematics teacher education. (Doctoral dissertation). Stockholm University.
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