Table of contents

The course is connected to the following study programs

  • Subject didactics in Teacher Education Level 5-10, Experience-based Master's Programme

Teaching language

Norwegian or English

Prerequisites

Completed 60 ECTS credits in mathematics

Learning outcomes

By the end of this course, students will be able to:

  • Critically analyse how language ideologies, power structures, and identity influence access, participation, and representation in mathematics education.
  • Evaluate and apply pedagogical frameworks such as translanguaging, multimodality, and language-responsive instruction to support multilingual learners in mathematics classrooms.
  • Reflect on and articulate their own beliefs, assumptions, and professional identities in relation to linguistic diversity and inclusive mathematics teaching.
  • Design and critique mathematics tasks and instructional strategies that promote both conceptual understanding and equitable language development for diverse student populations.
  • Interpret and respond to educational policies, curriculum guidelines, and equity discourses with an informed, critical stance, positioning themselves as agents of change within their educational contexts.

Contents

The course explores how language shapes access, participation, and identity in mathematics education. We examine the interplay between language ideologies and power, highlighting deficit versus resource perspectives on multilingualism. Another area of focus is the beliefs, knowledge, and language ideologies that shape mathematics teaching in multilingual classrooms. We consider how teacher identities and assumptions influence instructional decisions and responses to linguistic diversity. We also investigate translanguaging and multimodality as inclusive pedagogical approaches in mathematics education, particularly in linguistically and culturally diverse classrooms. Additionally, we examine how to design and implement instruction that supports both conceptual understanding and language development in mathematics for multilingual learners, and how classroom practices are shaped by broader educational policies and equity discourses. Finally, we explore how systems and structures influence the learning opportunities of multilingual students and what it means to teach mathematics for social justice.

Teaching and learning methods

Joint teaching, work in small groups, mandatory submissions and supervised work with project assignments/presentations. Mandatory work requirements can be completed either by physical participation in teaching or by submissions. Attendance is not mandatory, but highly recommended. The course has an expected workload of 133 hours.

Examination requirements

Approved required assignments. (see Canvas for more information)

Examinations

Oral individual exam. Graded assessment.

Student evaluation

The person responsible for the course, in consultation with the student representative, decides the method of evaluation and whether the courses will have a midterm- or end of term evaluation, see also the Quality System, section 4.1. Information about evaluation method for the course will be posted on Canvas.
Last updated from FS (Felles studentsystem) Oct. 15, 2026 3:15:04 PM