This research group focuses on recent advancements in mathematics education and supports a broad spectrum of research, ranging from studies aimed at improving the teaching and learning of mathematics in schools and universities to projects focused on the professional development of preservice and in-service mathematics teachers.

Drawing on both constructivist and sociocultural theories, group members engage not only in empirical research but also in the networking of theories in mathematics education—an emerging area of interest in the field. Another key research focus involves the analysis of textbooks and interactive digital resources from multiple theoretical perspectives, as well as designing new resources for specific educational purposes.

The potential use of generative AI tools in mathematics education—as assistants for teaching, learning, and research—will be a major focus of the group in the coming years.

The theoretical frameworks used in this research group include, but are not limited to, the Anthropological Theory of the Didactic (ATD), commognition, the Documentational Approach to Didactics (DAD), instrumental genesis, and Mathematical Pedagogical Technology Knowledge (MPTK) in mathematics education.

Our research group meets monthly to discuss ongoing projects, share insights, and support one another in conducting high-quality theoretical and empirical studies. Members regularly provide feedback on research outputs, including journal articles and conference papers.

We also maintain active collaborations with international partners in the UK, Germany, and Sweden.

Monthly meetings are held in person at the Department of Teacher Education, NTNU, with the option to join online for those participating remotely.

If you are interested in joining the group’s research activities, please contact Farzad Radmehr at farzad.radmehr@ntnu.no.
 

Overview of all publications in Cristin