Beate Lien

• Lien, Beate; Sødal, Amalie; Reinhardtsen, Jorunn & Carlsen, Martin (2025). Pre-service teachers’ developing professional identity as mathematics teachers – a theoretical perspective. In Bosch, Marianna; Bolondi, Giorgio; Carreira, Susana; Spagnolo, Camilla & Gaidoschik, Michael (Ed.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy.. European Society for Research in Mathematics Education. ISSN 9791221086553. p. 2816–2823. doi: https:/hal.science/hal-05334902/. Full text in Research Archive Show summary

  In this paper we will launch the theoretical perspective Patterns of Participation as a lens to study pre-service teachers’ developing professional identity as secondary mathematics teachers, through the notions of being, becoming, and belonging. It is documented in the research literature that pre-service teachers experience a gap between the university and the school as learning contexts. In our study we address tensions that manifest themselves in the development of professional identity, as the pre-service teachers participate in these two learning contexts. Furthermore, we introduce the idea of a resource bank, theorised as a boundary object between these contexts. Drawing on an example from another study, we argue that by reflecting on the content of a resource bank, one pre-service teacher testifies her being, becoming and belonging.

• Lien, Beate & Nordskog, Martin (2025). Challenges and Perceptions of Mathematical Modelling Among Norwegian Pre-Service Teachers. Journal of the International Society for Teacher Education. ISSN 1029-5968. 29(1), p. 69–83. doi: 10.26522/jiste.v29i1.4945. Full text in Research Archive Show summary

  Mathematical modelling can be described as “[…] the process of translating between the real world and mathematics in both directions” (Blum & Ferri, 2009, p. 45). Both students and teachers often find mathematical modelling challenging. Thus, it is important that future teachers are aware of the challenges their students might encounter when working on this topic. Based on observations and interviews, this study examines obstacles that Norwegian pre-service teachers face in mathematical modelling, and how they perceive their own solution process after learning about mathematical modelling. The study draws on a seven-step modelling cycle described by Blum (2015), and reveals that the pre-service teachers, due to the lack of assumptions, struggle to give meaningful interpretations of their mathematical results. Their perceptions about having to provide their answer as a general expression, are found to be related to their expectations stemming from classroom activities different from student-centered modelling sessions.

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• Eriksen, Stig; Lien, Beate & Nordskog, Martin (2025). Vurdering i lys av modellering. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 36(4), p. 20–26. Full text in Research Archive
• Nordskog, Martin & Lien, Beate (2024). Modellering – å bryte med forventningene. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 35(2). Full text in Research Archive

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