I am a doctoral student in Natural Sciences and Mathematics Education (NMDI) and a university lecturer at NMS. I am also part of the research program Disciplinary Literacy and Inclusive Teaching (LIT).

In my research, I am interested in how students in the early school years are offered opportunities not only to learn mathematics but also to understand how to learn mathematics—a kind of meta-knowledge expressed through expectations, norms, and socialization processes.

My dissertation project, 'Doing School, Doing Mathematics'', examines the presence of discursive elements in early mathematics education. I approach this from a commognitive-theoretical perspective on knowledge as participation, meaning that I consider mathematical knowledge in terms of the extent to which one participates in the discourse of mathematics education. A significant part of the research revolves around challenging the dichotomy between thought and action by envisioning learning as both internal (self-talk) and external (conversations with others) communication.

Specifically, my research investigates:

  1. Language: Vocabulary and its use in context.
  2. Narratives: How stories are constructed around mathematical objects, such as definitions, descriptions, and relationships.
  3. Visual Mediators: The graphical representations used to coordinate communication.
  4. Routines: Procedures and rituals performed in the classroom, as well as the rules governing participation.

In the current study, I explore the routines and rules offered by teaching materials for lower primary grades (grades 1-3), both in terms of what mathematics should be learned and how it should be communicated.