| 1. |
- Alhadi Alhasani, Huda, et al.
(author)
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’Vi’ och ’dom’ – Sociopolitiska dimensionerav matematikutbildning där olika språkoch kulturer möts
- 2022
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In: Matematikundervisningenssociopolitiska utmaningar. - Stockholm : Stockholm University Press. - 9789176351994 - 9789176351987 ; , s. 299-321
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Book chapter (peer-reviewed)abstract
- Bokens kapitel utgör viktiga bidrag i en kritisk granskning av svenskmatematikutbildning utifrån sociopolitiska samhällsperspektiv. Motbakgrund av bokens olika kapitel belyser vi upplevelser och konsekvenser av att konstrueras som den andre i svensk matematikutbildning.Med hjälp av begreppet andrafiering synliggör vi författare till dettakapitel tillsammans ’dom andra’ och deras erfarenheter i relation tillmigration och matematikutbildning. Vi som författat detta kapitel, tvånyutexaminerade lärare och två forskare, har därför ingått en så kalladallians. Vårt kapitel visar hur matematikutbildning bidrar till processerav andrafiering och skapandet av den andra och hur dessa processerpåverkar flerspråkiga elevers och lärarstudenters identitetsskapandeoch därmed även deras möjligheter att lära matematik. Flerspråkighetbehöver synliggöras och normaliseras. Alla elevers och lärarstudentersspråk och kulturer måste få ta plats, inte som exotiska inslag av kulturella uttryck utan som en del av den ordinarie matematikutbildningen.
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| 2. |
- Aminifar, Elahe, et al.
(author)
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A long-term shift to include students’ first language in the mathematics teaching practice : socialization events and learning opportunities
- 2024
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In: Educational Studies in Mathematics. - : Springer Nature. - 0013-1954 .- 1573-0816.
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Journal article (peer-reviewed)abstract
- 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.
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| 3. |
- Andersson, Annica, et al.
(author)
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Storylines in public news media about mathematics education and minoritized students
- 2022
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In: Educational Studies in Mathematics. - : Springer Nature. - 0013-1954 .- 1573-0816. ; 111:2, s. 323-343
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Journal article (peer-reviewed)abstract
- Public media both refects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for the students, projected with what appears in these media. We are most concerned about the expectationsplaced on students who are identifed with minoritized groups—particularly students whoare Indigenous or migrated to Norway. We investigate how minoritized group contexts andmathematics education appear together in Norwegian news media texts. Our analysis usesthe notion of storylines to describe the expectations about minoritized groups that newsmedia project. We found seven entangled storylines: “the majority language and cultureare keys to learning and knowing mathematics,” “mathematics is language- and cultureneutral,” “minoritized groups’ mathematics achievements are linked to culture and gender,”“extraordinary measures are needed to teach students from minoritized groups mathematics,” “students from minoritized groups underachieve,” “students from minoritized groupsput in extraordinary efort and time to learn mathematics,” and “minoritized mathematicsstudents are motivated by gratitude.”
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| 4. |
- Ryan, Ulrika, et al.
(author)
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A joke on precision? Revisiting “precision” in the school mathematics discourse
- 2020
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In: Educational Studies in Mathematics. - : Springer Nature. - 0013-1954 .- 1573-0816. ; 104, s. 369-384
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Journal article (peer-reviewed)abstract
- This paper discusses the place of precision in mathematics education by exploring its role in curricular guidelines and in classroom life. By means of a joke on precision delivered by a school student in South Sweden, our study focuses on student participation in mathematical tasks that require precision in processes of measuring and reasoning. The paper uses theories on humour and inferentialism to revisit the normative place of “precision” in mathematics classroom discourse.
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| 5. |
- Ryan, Ulrika, PhD, 1968-, et al.
(author)
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Activism and mathematics activities for social justice in migrational contexts
- 2022
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In: Education and involvement in precarious times. - Reykjavik, Iceland. - 9789935468222 ; , s. 105-107
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Conference paper (other academic/artistic)abstract
- This recently started action research project is a collaboration between mathematicsactivists and researchers. The aim is to generate knowledge about how out-of schoolactivities can promote mathematics foregrounds that empower youth with migrationalbackgrounds with confidence in their mathematics skills, and thereby open gatewaysto social and economic mobility. As we see it, school of today has much to learn fromsuch non-formal contexts. The overarching question is; How may activism generatemathematics activities for social justice in migrational contexts?Youth being deprived of education may result in despair, ruined prospects andagony. Mathematics education plays a crucial role in this because mathematicsfunctions as a gatekeeper for advancement in the educational systems. This is whata group of volunteers in Malmö in the south of Sweden from a mathematicshomework support NGO, Mattecentrum, experienced and responded to when theydecided to move from being homework supporters to become activists who act forchange.
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| 6. |
- Ryan, Ulrika, et al.
(author)
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From the Present Towards Hope for the Future
- 2021
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In: Applying Critical Mathematics Education. - Leiden, The Netherlands : Brill Academic Publishers. - 9789004465800 - 9789004465428 - 9789004465411 ; , s. 231-239
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Book chapter (peer-reviewed)abstract
- In this epilogue we elaborate on and synthesise what we have learnt from reading thisbook. We start by considering what the word “apply” in Applying Critical MathematicsEducation might mean. Apply connotes to put into action, but it is also related to thefollowing ideas: to work hard at, to pay close attention to, to have relevance for andto request something. In the context of our readings we think of being relational anddedicated as a matter of enhancing situated critical awareness, addressing relevantissues as a matter of highlighting complex global and local challenges and makingdemands as a matter of agency and power. To us, these themes together synthesisethe insights on critical mathematics education in action that the authors of this bookoffer; namely, propositions on how to illuminate and execute social justice and heterogenous subjectification by critically entangling local and global knowledges in contextually situated educational enactments that hold the potential to address complexchallenges. We close by sharing our ideas on how the contribution of this book gives ushope for the future in these times of crises and complex challenges
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| 7. |
- Ryan, Ulrika, PhD, 1968-, et al.
(author)
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Involving students’ perspectives in multilingual mathematics learning spaces
- 2021
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In: Exploring new ways to connect. - : Tredition. - 9783347398825 - 9783347398832 ; , s. 176-180
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Conference paper (peer-reviewed)abstract
- In a small on-going participatory research project, we collaborate with mathematics teachers. The project has reached a point where we, both the researchers and the teachers, have come to recognize the need to involve students in the design of their mathematics learning spaces because their knowledges and experiences may provide a crucial contribution. Therefore, we investigate in what way the students, teachers and researchers may collaborate to design mathematics learning spaces to facilitate multilingual students’ mathematics learning. Involving the students in designing socially just mathematics learning spaces necessitates particular methodological decisions and identifies challenges in need of careful attention.
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| 8. |
- Ryan, Ulrika, et al.
(author)
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'Language-as-resource’ in multilingual mathematics activities : an epistemological framework
- 2021
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In: For the Learning of Mathematics. - : FLM Publishing Association. - 0228-0671. ; 41:2, s. 8-13
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Journal article (peer-reviewed)abstract
- In this, paper we attend to epistemological potentials of multilingual language use and mathematics in connection to the ‘language-as-resource’ idea and how the idea is actualised in Swedish mathematics education contexts. In this paper we develop and propose a framework for considering different epistemological potentials for multilingual mathematics activities that are embedded in the ‘language-as-resource’ idea.
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| 9. |
- Ryan, Ulrika, et al.
(author)
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“Mathematics is bad for society” : Reasoning about mathematics as part of society in a language diverse middle school classroom
- 2021
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In: Applying Critical Mathematics Education. - : Brill Academic Publishers. - 9789004465428 - 9789004465411 - 9789004465800 ; , s. 144-165
-
Book chapter (peer-reviewed)abstract
- In this chapter, we report on a small-scale critical mathematics education project in a Swedish classroom with students of varied language backgrounds. The project departed from the student Arvid’s statement “Mathematics is bad for society.” Our research interest was twofold. On the one hand, we wanted to explore what knowledge is being (re)produced by students as they try to connect and reason with a statement like “Mathematics is bad for society.” And on the other hand, we were also interested in how the students in this classroom, in which they do not have shared mother tongues, can express and (dis)acknowledge knowledge when reasoning about mathematics in society. We found that when the students (and their teacher) grappled with unpacking critical aspects such as “mathematics in society,” their reciprocal assessment of claims was based on their individual ways of knowing and talking, and tended to shape both their actions and the outcome of their efforts. We show that the discussion around critical aspects of mathematics in society that came to the fore was intertwined with both students’ and the teacher’s (lack of) meta-understanding of language diversity.
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| 10. |
- Ryan, Ulrika, PhD, 1968-, et al.
(author)
-
Multilingual students' talk about their work to relocate school academic mathematics in home-school transitions
- 2022
-
Conference paper (peer-reviewed)abstract
- We interviewed groups of students in a language diverse school, where the prevailing language norm was Swedish only, to answer the question; What do students say about relocating school academic mathematics in transitions between home and school? The students mentioned relocating school academic mathematical concepts, problem solving and arithmetical methods from home to school and vice versa. The relocating work provided resources for mathematics learning and feelings of being smart and mathematically knowledgeable and the opposite. We conclude that pedagogical designs that enhance students' first languages and home cultures as resources may benefit from considering students' work with relocating school academic mathematics to enhance opportunities for mathematics learning.
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