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About the group

Research pursued by the mathematics education group at the University of Agder seeks to explore and understand in depth issues of teaching and learning mathematics in many settings. Research methods are designed to address specific research questions and include: classroom observations; intervention studies; action research; lesson and learning studies; and innovation in teaching and learning mathematics using modern and emergent technologies. The research is pursued within theoretical frameworks that are chosen to facilitate principled explanations and interpretation of data generated.

The group is responsible for a large PhD programme with over 20 PhD fellows registered. Since 2006 there have been 15 dissertations successfully defended, see http://www.uia.no/studier/forskerutdanning/specialisation-in-mathematics-education

The group’s seminar programme and use of the university’s guest researcher scheme ensures a steady flow of visits by leading international scholars and researchers, see http://www.uia.no/om-uia/fakultet/fakultet-for-teknologi-og-realfag/institutt-for-matematiske-fag/monday-seminars

The group makes an important contribution to MatRIC, Centre for Research, Innovation and Coordination of Mathematics Teaching, the Norwegian centre of excellence in higher education for mathematics, see http://www.matric.no/

For more information about the thematic areas pursued by the members of the mathematics education research group look at ‘Topics of Research’.

Phases of education

‘Phases of education’ refers to institutional divisions such as kindergarten, compulsory school(s), senior high school and university.

There may be no physical or cognitive change in the individual between leaving one phase of education and starting in another, but there are changes to the mathematics curriculum and methods of instruction in the institutions which merit phase-focused research.

The ‘Phases of education’ group divides into subgroups. Researchers often focus on more than one phase of education.

Research in phases of education is typically holistic and overlaps with MERGA’s other research groups: Teaching and learning; Resources for teaching and learning; Mathematical modelling and applications; History of mathematics.


Ph.d.-kandidater/PhD Research Fellows:

Teaching and Learning

This group studies learners and learning mathematics (meaningful learning, conceptual understanding, collaborative learning, lower achieving students, alternative assessment of students’ learning, etc) teachers and teaching mathematics (mathematics teacher education, mathematics teaching development, mathematics teacher knowledge).


Ph.d.-kandidater/PhD Research Fellows:

Resources for Teaching and Learning

This research group studies the use and development of artefacts for teaching and learning mathematics. The artefacts can be material, abstract or theoretical. 

Main areas of research are:

  • Mathematical task design (design studies, developmental research, concrete material, principles for design)
  • ICT / digital tools in mathematics (design and study of of digital applications, students and teachers’ use of software and applications)
  • Mathematics textbooks (traditional textbooks, digital textbooks, software applications and interactive combinations of resources)


Ph.d.-kandidater/PhD Research Fellows:

Mathematical Modelling and Applications

This group studies students’ learning and students’ use of mathematics needed for problems from authentic and relevant situations learning and using mathematics in workplaces and in vocational education education of statistics and probability.


Ph.d.-kandidater/PhD Research Fellows:

History of Mathematics

The History of Mathematics group focuses its research on mathematics in the 19th and 20th centuries both in social/political and in cognitive respects.


Ph.d.-kandidater/PhD Research Fellows:

Leder for gruppen

Professor Simon Goodchild

+47 38141760

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