Shipra Sachdeva

• Sachdeva, Shipra & Eggen, Per-Odd (2023). “We learn it [mathematics] at school so one thinks that one will use it …”: Learners’ beliefs about relevance and importance of learning mathematics. Acta Didactica Norden (ADNO). ISSN 2535-8219. 17(3), p. 1–25. doi: 10.5617/adno.10308. Full text in Research Archive
• Sachdeva, Shipra & Eggen, Per-Odd (2021). Learners’ Critical Thinking About Learning Mathematics. International Electronic Journal of Mathematics Education (IEJME). ISSN 1306-3030. 16(3). doi: 10.29333/iejme/11003. Full text in Research Archive Show summary

  Developing critical thinking practices among young learners through mathematics education is a topic of attention for mathematics education research community. Learners’ critical thinking concerning cognitive and social aspects of their mathematics education have been explored in several research studies. However, learners’ critical thinking concerning their personal beliefs about their mathematics learning process have not received much consideration. In this paper, learners’ practice with thinking critically about and their potential to suggest changes in their mathematics learning process is explored based on their expressed beliefs about learning mathematics. Learners of eighth and ninth grade in two Norwegian schools responded to a questionnaire and were interviewed to gather their opinions concerning their mathematics learning process. Data analysis indicates that learners seldom think critically, and hold inconsistent beliefs about mathematics and its learning process. Moreover, they struggle to observe their own beliefs critically, and hesitate in suggesting alternatives to make learning mathematics meaningful for them. Consequently, learners’ critical attitude towards their mathematics learning process and their personal beliefs in order to gain a meta-perspective of their learning contexts does not seem to be evolving effectively. However, if learners are encouraged to think critically about mathematics education, their potential of contributing to improve their mathematics learning process becomes visible. We recommend that young learners get training in and are encouraged to think critically about their mathematics learning process so that they are equipped to make reflected choices related to learning mathematics in their personal lives.

• Sachdeva, Shipra (2019). Students’ experiences of learner autonomy in mathematics classes. In Jankvist, Uffe Thomas; Van den Heuvel-Panhuizen, Marja & Veldhuis, Michiel (Ed.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISSN 978-90-73346-75-8. p. 1978–1985. Show summary

  This paper presents representative excerpts from post-project interviews conducted with 8th and 9th grade students from a Norwegian countryside school. Interviews attempt to explore students’ experiences of learner autonomy in mathematics classes. These students participated in a larger study where they responded to a pre-project questionnaire followed by solving practical group projects using mathematics and science knowledge and post-project interviews. Preliminary interview analysis reveals that students’ experiences with learner autonomy in mathematics classes are limited to opportunities provided by their teachers together with an insecurity in perceiving themselves as responsible autonomous learners. However, these learners clearly exhibit a desire to acquire autonomy, the potential to suggest changes, and participate in discussions and decisions concerning their mathematics teaching-learning process, together with their teachers.

• Sachdeva, Shipra & Eggen, Per-Odd (2019). Students' Critical Perceptions About Mathematics Education. In Subramanian, Jayasree (Eds.), Proceedings of the Tenth International Mathematics Education and Society Conference. International Mathematics Education and Society Conference. ISSN 2077-9933. p. 761–770. Full text in Research Archive Show summary

  This paper presents excerpts from 10 semi-structured interviews conducted with 8th and 9th grade students in a Norwegian countryside school. Interviews were conducted to gain an insight into students' potential to critically perceive three aspects of mathematics education (ME), namely, subject content, mode of instruction and perceived relevance. Results indicate that pupils hold diverging views regarding these aspects of ME and hence find it difficult to reflect coherently upon them. This reveals students' unfamiliarity with their role as critical thinkers and learners. However, when encouraged, pupils demonstrated the potential to think critically about above-mentioned aspects of ME along with suggesting changes to mathematics teaching they are used to.

• Sachdeva, Shipra; Eggen, Per-Odd & Hoveid, Halvor (2017). Culturally-inspired mathematics and science education. In Dooley, Thérèse & Gueudet, Ghislaine (Ed.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10). European Society for Research in Mathematics Education. ISSN 978-1-873769-73-7. p. 1587–1588.

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• Sachdeva, Shipra (2019). Bør ungdom ha en mening om hva de lærer på skolen? Hva kan vi lære fra ungdomsskoleelever?
• Sachdeva, Shipra (2019). Students' Experiences of Learner Autonomy in Mathematics Classes. Show summary

  This paper presents selected excerpts from post-project interviews conducted with 8th and 9th grade students from a Norwegian countryside school. Interviews attempt to explore students' experiences of learner autonomy in mathematics classes. These students participated in a larger study where they responded to pre-project questionnaire followed by solving practical group projects using mathematics and science knowledge and post-project interviews. Preliminary interview analysis reveals that students' experiences with learner autonomy in mathematics classes are limited to opportunities provided by their teachers together with an insecurity in perceiving themselves as responsible autonomous learners. However, these learners clearly exhibit a desire to acquire autonomy, the potential to suggest changes, and participate in discussions and decisions concerning their mathematics teaching-learning process, together with their teachers.

• Sachdeva, Shipra (2019). Students' Critical Perceptions About Mathematics Education. Show summary

  This paper presents excerpts from 10 semi-structured interviews conducted with 8th and 9th grade students in a Norwegian countryside school. Interviews were conducted to gain an insight into students' potential to critically perceive three aspects of mathematics education (ME), namely, subject content, mode of instruction and perceived relevance. Results indicate that pupils hold diverging views regarding these aspects of ME and hence find it difficult to reflect coherently upon them. This reveals students' unfamiliarity with their role as critical thinkers and learners. However, when encouraged, pupils demonstrated the potential to think critically about above mentioned aspects of ME along with suggesting changes to mathematics teaching they are used to.

• Sachdeva, Shipra (2018). Students Critical Perceptions about Mathematics Education.
• Sachdeva, Shipra (2017). Culturally-Inspired Mathematics and Science Education.
• Sachdeva, Shipra (2017). Practicing Culturally-Inspired Mathematics Education – Norwegian Student Perspectives on Mathematics Lessons Designed to Fit Their Personal Interests. Show summary

  This paper discusses Norwegian students' post-project interview responses on the student projects designed to fit their personal interests and the mathematics involved in those projects. These projects were designed by getting inspiration through students' own cultural identities and student tasks involved practical activities embedded with mathematical content. Notions of Ethnomathematics and Culturally Responsive Teaching (CRT) guided the whole process. A design-based intervention was employed to capture the data throughout the project and interviews afterwards. Students' responses indicate clear preference for co-operative, culturally connected learning and lack of ability to think critically about the way mathematics education is taking place in school.

• Sachdeva, Shipra (2017). Culturally-inspired mathematics education.
• Sachdeva, Shipra & Eggen, Per-Odd (2016). Cultural Interaction with Mathematics Education.
• Sachdeva, Shipra; Schou, Marit Hvalsøe & Tamborg, Andreas Lindenskov (2016). Reflections on having participated at the Pre-NORMA workshop. Nordisk matematikkdidaktikk. ISSN 1104-2176. 21(3), p. 89–90.
• Sachdeva, Shipra (2016). Intercultural Social-Constructivist Mathematics Education.
• Sachdeva, Shipra (2016). Culturally-Inspired Teaching-Learning.
• Sachdeva, Shipra (2016). A Cultural Pathway to Mathematics Education.
• Sachdeva, Shipra (2024). “If we could have got a realistic situation…” – Learners’ voices indicating their potential to influence their mathematics learning processes. Fakultet for samfunns- og utdanningsvitenskap (SU), Norges teknisk-naturvitenskapelige universitet (NTNU). ISSN 978-82-326-7810-5.

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