Toril Eskeland Rangnes

• Jemai, Khaled Ben Latief & Rangnes, Toril Eskeland (2024). Identifying tensions when teachers in upper secondary introduce programming in mathematics. Quaderni di Ricerca in Didattica. ISSN 1592-5137. s. 401–410. Vis sammendrag

  In this paper we investigate how two teachers in upper secondary schools engaged with the process of implementing programming in mathematics after a new curriculum was introduced. Based on Bakhtin’s dialogism and his theory about tensions between voices as a potential for learning, we seek to explore the teachers’ struggle when introducing programming. We are also inspired by Brennan’s identified tensions, which describe what professional development designers must balance when designing teacher courses in programming. The data are interviews with two teachers after their first year of teaching programming in mathematics. The results demonstrate contradictions and tensions between voices from teachers, learners, authorities and between what their aspirations were when they started teaching programming and what they experienced. This provides insights that can be useful for educators and policymakers to better support programming integration into mathematics courses.

• Meaney, Tamsin Jillian & Rangnes, Toril Eskeland (2024). Introducing the role of being an advocate in mathematics teacher education. Journal of Mathematics Teacher Education. ISSN 1386-4416. doi: 10.1007/s10857-024-09629-3.
• Tvedt, Eva Elise; Meaney, Tamsin Jillian; Rangnes, Toril Eskeland & Lange, Troels (2024). "Shall we bullshit people?" Truth, lies and bullshit in argumentation that uses mathematics. For the Learning of Mathematics. ISSN 0228-0671. 44(1), s. 42–47.
• Meaney, Tamsin Jillian & Rangnes, Toril Eskeland (2024). Possibilities for learning about mathematical argumentations using the language resources of multilingual preservice teachers. I Baschek, Eileen; Fetzer, Marei; Klose, Rebecca; Schreiber, Christof & Söbbeke, Elke (Red.), Sprachlich-kulturelle Ressourcen im Mathematikunterricht der Primarstufe. WTM Verlag. ISSN 978-3-95987-285-0. s. 85–105. doi: https:/doi.org/10.37626/GA9783959872867.0.05. Vis sammendrag

  Preservice teachers’ and teacher educators’ views on multilingual school students’ mathematical learning possibilities have been researched in the last decade. However, there are limited studies on how language and cultural differences in mathematical argumentation can broaden mathematics education learning possibilities in teacher education. Using multilingual preservice teachers’ evaluations of examples of Grade 4 students’ multimodal mathematical argumentation, the influence of different cultures and languages is explored. In a teacher education workshop, preservice teachers seemed to use different evaluation criteria for Grade 4 students’ mathematical argumentation, depending on their home language and culture. Nevertheless, the teacher educator only made use of some differences in evaluation criteria to broaden understandings about how young students’ mathematical argumentation can be affected by language and cultural expectations. Consequently, there are implications for multilingual mathematics teacher education courses.

• Meaney, Tamsin Jillian & Rangnes, Toril Eskeland (2023). Evaluating Minecraft as a mathematical language resource . I Schüler-Meyer, Alexander; Ingram, Jenni & Erath, Kirstin (Red.), Proceedings of the Twelfth ERME Topic Conference on Language in the Mathematics Classroom.. European Society for Research in Mathematics Education. ISSN 978-1-5262-0952-8. s. 54–61. Vis sammendrag

  In discussions about supporting students with language-diverse backgrounds, the use of different resources has been highlighted as important. Nevertheless, very little attention has focused on digital resources, even though these are often touted as valuable for all mathematics learners. By analysing interactions between students in grade 7 about measurement problems, it is possible to identify the kinds of support that Minecraft made available for students’ mathematical argumentation. The results show that experiences of using digital games at home and learning mathematics at school affected the possibilities that Minecraft made available, including what languages were supported.

• Meaney, Tamsin Jillian & Rangnes, Toril Eskeland (2022). Using digital tools in language diverse mathematics classrooms. I Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica & Ferretti, Federica (Red.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education. ISSN 979-1-22-102537-8. s. 1–8. Vis sammendrag

  In this paper, interviews with teachers and preservice teachers are analysed to understand their views about using digital tools in mathematics classrooms, connected to language-diverse students': communication; potential for learning; and available identities. When digital tools were seen only as providing ways to utilise the home language so that existing mathematical knowledge could be used to complete tasks in the language of instruction, then language-diverse students' available identities were reduced to becoming like their non-immigrant peers. In contrast, when digital tools were considered as providing opportunities for utilising a wider range of their language resources, then preservice teachers broadened their views about language-diverse students' potentials for learning and available identities.

• Kacerja, Suela; Herheim, Rune; Lilland, Inger Elin & Rangnes, Toril Eskeland (2022). Prescriptive modelling- mathematics teachers' discussions of the BMI. I Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica & Ferretti, Federica (Red.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education. ISSN 979-1-22-102537-8. s. 1–8.

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• Herheim, Rune; Rangnes, Toril Eskeland; Rø, Kirsti & Smestad, Bjørn (2024). Master i matematikkdidaktikk . Fagbokforlaget. ISBN 9788293598091. 328 s.

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• Rangnes, Toril Eskeland; Jemai, Khaled Ben Latief & Maugesten, Marianne (2023). Lærerstudenters refleksjoner og posisjonering i arbeid med programmering . Vis sammendrag

  Etter innføring av programmering i LK20 fikk matematikk som ett av flere fag, et særlig ansvar for opplæring i programmering. Det er behov for mer kunnskap om lærerstudenters tilnærming når de nå må lære programmering i matematikk. Utgangspunktet for studien er et arbeidskrav der studenter på 5. året (masterstudenter i matematikk, GLU1-7 og 5-10) skal løse et selvvalgt matematikkproblem med bruk av programmering og algoritmisk tenking. De blir bedt om å reflektere over arbeidsprosessen og over hva de lærte i prosessen om seg selv som problemløsere. Data er 15 skriftlige innleveringer som studentene har tillatt at vi brukersom data. Som teoretisk rammeverk tar vi utgangspunkt i posisjoneringsteori (Van Langenhove og Harré, 1998; Harré et al., 2009). I vår begynnende analyse finner vi at de fleste studentene beskriver seg som nybegynnere i programmering. Disse deler seg i to grupper; de som posisjonerer seg som nysgjerrige og utholdende, og de som posisjonerer seg som frustrerte og utålmodige i aktiviteten. Selv om oppdraget var å løse et matematisk problem med programmering der målet var deres egen læring, posisjonerer de fleste studentene seg som framtidige lærere og bruker dette både til å begrunne valg av oppgaver, vanskegrad de velger, og når de reflekterer over «nytteverdien» av aktiviteten. Resultatene vil bli brukt for å videreutvikle undervisningen i programmering i matematikk for lærerstudenter.

• Jemai, Khaled Ben Latief & Rangnes, Toril Eskeland (2023). Identifying tensions when teachers in upper secondary intro-duce programming in mathematics. Vis sammendrag

  Abstract. This paper aims to explore how two teachers in upper secondary schools engaged with the process of implementing programming in mathematics after a new curriculum was introduced. Bakhtin´s dialogism with tensions between voices is used to understand the tension as a potential for learning. We are also inspired by Brennan’s tensions, which describe what professional development designers have to balance when designing teacher courses in programming. The data are interviews with two teachers after their first year of teaching programming in mathematics. The results demonstrate contradictions and tensions between voices from teachers, learners, and authorities and between actual and aspirational. This can provide insights that can be useful for educators and policy-makers to better support programming integration into mathematics courses.

Se alle arbeider i Cristin