Mathematical literacy

Mathematical literacy

In this work package we research how contemporary mathematics education reflects and changes in society in the context of migration and globalization. In the research that we conduct in relation to Literacy and inclusive teaching (LIT) we consider mathematical literacy from a broad perspective. Mathematical literacy can be defined in several ways. Each definition tries to capture what it means to know mathematics. Mathematical literacy is not the same as mathematical knowledge. Mathematical literacy is about how individuals use, apply and acknowledge mathematical knowledge. By defining mathematical literacy in a particular way, certain practices become emphasised while others are downplayed or even excluded. This raises questions about how mathematical literacy connects to in- (ex)culsion. In this work package we particularly highlight in- (ex)clusion in the context of migration, multilingualism and social justice.

Research Projects

Child-Up, a Horizon 20

Child-Up, a Horizon 20 Is a research project that focuses on migrant children with the aim of fostering the understanding of their social integration within schools and their active participation for a successful inclusion.

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Multilingualism as resource in mathematics education – recognition and agency

This is a participatory study conducted together with teachers, teacher students, tutors of study guidance in mathematics in the mother tongue, students, and LIT researchers. The aim of the study is to generate knowledge about pedagogical possibilities to provide mathematics education that recognize and draw on multilingual language and cultural resources to enhance students’ experiences […]

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Theory development in mathematics education research on multilingualism – epistemological dimensions

The aim of this study is to peruse theoretical and philosophical investigations, and to develop thinking tools to provide new understandings of epistemological dimensions of mathematics education and multilingualism. Publications (available under the researchers´ profile): Ryan, U. (2021). The ethical significance of exemplifying: A response to Anthony Essien. In D. Kollosche (Ed.) Mathematics Education and Society, […]

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