Notes on Contributors
Annica Andersson
is a Professor of Mathematics Education at the University of South-Eastern Norway (USN). She is the leader of the Norwegian Research Council-funded project MIM: Mathematics Education in Indigenous and Migrational Contexts: Storylines, Cultures and Strength-Based Pedagogies. Annica’s research is located at the intersections of mathematics education, language and cultural responsiveness and with a particular focus on equity, authority, discourses and human relationships in school mathematics education contexts.
Tonya Gau Bartell
is an Associate Professor of Mathematics Education at Michigan State University, USA. Her research focuses on teachers’ development of equitable teaching practices with specific attention to issues of culture, race, and power. She is a co-editor of the Journal for Teacher Education and editor of the monograph Toward Equity and Social Justice in Mathematics Education (Springer, 2018).
Richard Barwell
is a Professor of Mathematics Education and Dean at the Faculty of Education, University of Ottawa, Canada. His research interests include language and discourse in mathematics classrooms, language diversity in mathematics education and critical mathematics education in relation to sustainability and ecosystem collapse. He is a former editor of the journal For the Learning of Mathematics. Prior to his academic career, he taught mathematics in the United Kingdom and Pakistan.
Lisa Lunney Borden
is a Professor of Mathematics Education at St. Francis Xavier University in Canada and holds the John Jerome Paul Chair for Equity in Mathematics Education. Having taught 7–12 mathematics in a Mi’kmaw community, she credits her students and the community for helping her to think differently about mathematics teaching and learning. She is committed to research and outreach that focuses on decolonising mathematics education through culturally based practices and experiences that are rooted in Indigenous languages and knowledge systems. Lisa teaches courses at the undergraduate and graduate level in mathematics education and Indigenous education. She is a sought-after speaker on Indigenous mathematics education, working with mathematics educators across Canada as well as internationally.
Sunghwan Byun
is a doctoral candidate at Michigan State University, USA. He is a former high school teacher and beginning teacher educator passionate about ensuring minoritised youths’ access to the conversational floor in mathematics classrooms. His research focuses on social interaction in both mathematics classrooms and teacher education settings with the aim of equitable participation of mathematics learners. He uses conversation analytic approaches to explore pragmatic actions of teachers and teacher educators to achieve the ideals of equity and social justice in everyday practice.
Anna Chronaki
focuses on the socio-political and cultural-historical dimensions of mathematics education. Her work is based on contemporary anthropological and new materialist perspectives of mathematics education trying to create pedagogic experimentations and to theorise with a caring concern for potentially minor democratic renewals in curricular context and pedagogic praxis. She co-edited the volume Challenging Perspectives on Mathematics Classroom Communication (IAP, 2005) and edited the book Mathematics, Technology and the “Body” of Education: Gendered perspectives (UTH Press, 2009). In addition, she has edited the translation from English to Greek of Valerie Walkerdine’s and Rik Pinxten’s work. More recently, she has contributed papers to three special issues of the journal ZDM, concerning language research (2018), identity research (2019) and body studies (2019).
Brian Greer
worked for most of his career in the School of Psychology, Queen’s University of Belfast, before undergoing paradigm shifts into Critical Mathematics Education and moving to the United States where he taught briefly at San Diego State University before taking early working retirement in Portland, Oregon. He co-edited Culturally Responsive Mathematics Education (Routledge, 2009) and Opening the Cage (Sense, 2012) and worked on a professional development project in schools in North Portland on Culturally Responsive Elementary Mathematics Education. He was one of the organisers of the Eighth International Conference on Mathematics Education and Society, held at Portland State University in 2015. He is currently working on the relationships between mathematics-as-discipline and mathematics-as-school-subject.
Jennifer Hall
is a Lecturer in Mathematics Education at Monash University in Melbourne, Australia. She has experience teaching and conducting research in Canada and Australia. In her research, she focuses on the relationships that students form with mathematics, studying how their in- and out-of-school experiences influence their views. She has a particular interest in exploring students’ gendered relationships with mathematics and the ways in which gender-related research in mathematics education is conducted. Additionally, she researches representations of mathematics, mathematicians, and gender in popular culture; preservice teachers’ experiences with and views of numeracy; and students’ experiences in university mathematics degree programs.
Victoria Hand
is an Associate Professor of Mathematics Education at the University of Colorado Boulder, USA. Hand’s research interests revolve around opportunities to learn in mathematics classrooms in relation to issues of power, identity and race. She has often approached these topics from the perspective of students, and their experiences in different kinds of mathematical learning environments and systems. Hand is currently focused on broadening research efforts in mathematics education through participatory and community-based approaches.
Kjellrun Hiis Hauge
is an Associate Professor and a mathematics educator at the Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences (HVL), Norway. She is the head of the strategic research programme Sustainability, Participation and Diversity. Her research is on democratic practices in teaching and learning, critical citizenship and students’ capacity to engage critically with mathematics based information. In particular, her research is related to uncertainty and risk associated with contemporary and controversial societal issues, including oil exploitation, climate change and fake news. Related to this, she develops ideas for teaching and learning that challenge the idea that quantified information is either correct or wrong.
Beth Herbel-Eisenmann
is a Professor of Mathematics Education at Michigan State University, USA. Much of Herbel-Eisenmann’s research draws on positioning theory and critical discourse theories to understand issues of authority and voice in mathematics classrooms and professional development contexts. Recently, Herbel-Eisenmann has partnered with colleagues to understand how using ideas from positioning theory might support mathematics teacher-researchers to understand and incorporate students’ perspectives as they make changes to their classroom discourse and how implicit bias related to race and gender shapes mathematics teachers’ facilitation of classroom discourse and talk about their students.
Rune Herheim
is an Associate Professor at the Faculty of Education, Western Norway University of Applied Sciences (HVL), Norway. Herheim is also chief editor of Tangenten, a national journal for mathematics teaching. His research interests concern the teaching and learning of mathematics with digital tools, students’ mathematical argumentation and agency when issues from society are present, and the use of authentic data in mathematics teaching.
Courtney Koestler
is an Associate Professor of Instruction and Director of the OHIO Center for Equity in Mathematics and Science at Ohio University in Athens, Ohio, USA. Their scholarly interests and expertise centre on diversity, justice, critical literacy, and critical pedagogies in early and elementary education, teacher education, and mathematics education. Koestler is also a proud, former public school teacher and spends time each week working with youth and teacher-colleagues in classrooms.
Kate le Roux
is an Associate Professor in Language Development in the Academic Development Programme at the University of Cape Town, South Africa. Her research and teaching is located at the intersection of language, mathematics and the learning of disciplinary knowledge in science and engineering. This work has a particular focus on equity issues related to access, identity and power in multilingual higher education contexts. Theoretically, she draws on critical linguistics, critical mathematics education, multilingualism and multimodality for learning, and Southern theory.
Swapna Mukhopadhyay
is Professor Emerita in Curriculum and Instruction in the Graduate School of Education at Portland State University in Oregon, USA. Heavily influenced by Ethnomathematics, she taught future elementary teachers (and now mathematics students) about mathematics education with an emphasis on mathematics as a cultural construction. Recently, she has co-edited Culturally Responsive Mathematics Education (Routledge, 2009) and Alternative Forms of Knowing (in) Mathematics (Sense, 2012). Her current work includes a study of boat-builders on the Bay of Bengal, and leading a professional development project in schools in North Portland on Culturally Responsive Elementary Mathematics Education. She was one of the organisers of the Eighth International Conference on Mathematics Education and Society, held at Portland State University in 2015.
Aldo Parra
is an Associate Professor at the Universidad del Cauca, Colombia. He holds a PhD from Aalborg University, Denmark, with a thesis on a decolonial theory for ethnomathematics. He has worked in initial and continuing teacher training in Bogotá, Cauca, Nariño and Putumayo. He has also worked with indigenous communities in the Amazonian region and Cauca state. His research interests are related to indigenous education, linguistic diversity, critical mathematics education, ethnomathematics, epistemology and network theory. He is an active member of the International Network of Ethnomathematics, and was a member of its steering committee and part of the International Program Committee of the 6th International Congress of Ethnomathematics. He has also worked at the Columbian National Institute of Health in the development of mathematical models and knowledge management in public health. He is editor-in-chief of the Latin American Journal of Ethnomathematics and chair of the Topic Study Group 51 “Mathematics education for ethnic minorities” of the ICME-14 congress.
Anita Rampal
was formerly Dean, Faculty of Education, Delhi University, India. She has been Executive Committee member of the International Commission on Mathematics Instruction, and of Mathematics Education and Society (MES). She was also the Chairperson of the Primary Textbook Committees of India’s National Council of Educational Research and Training (NCERT), which in 2006 developed innovative primary mathematics textbooks based on a critical pedagogy and a social constructivist approach. She was associated with policy-making, state educational initiatives, the Right to Education, the people’s science movement, and the National Literacy Campaigns. She works in the areas of Policy Analysis, Curriculum Studies, Critical Mathematics Education, Science-Technology-Society Studies, Education for Sustainable Development and Teacher Education.
Toril Eskeland Rangnes
is Associate Professor at the Faculty of Education, Western Norway University of Applied Sciences (HVL), Norway. Rangnes has a background as a teacher in primary, lower secondary school, and teacher education. Her research interests concern exploring students’ agency in mathematical conversations when issues from society are present, and studying how preservice teachers can facilitate students´ multimodal argumentation and participation in multilingual classrooms.
Sheena Rughubar-Reddy
is a Senior Lecturer in the Numeracy Centre in the Academic Development Programme at the University of Cape Town, South Africa. She teaches quantitative literacy in interventions for students in the Faculties of Health Science and Humanities, where students’ ability to apply numerical reasoning in context is developed. Her research interests deal with the theoretical basis of quantitative literacy in higher education, critical mathematics education and issues of social justice.
Ulrika Ryan
presently holds a postdoctoral position within the MIM (Mathematics education in Indigenous and Migrational contexts) project. Her research interests concern social epistemological dimensions of mathematics education. From perspectives of cognitive and social justice, her research focuses on language, social and discursive diversity in mathematical practices. She is particularly interested in how students in heterogeneous classrooms inhabit the learning space together as they encounter school mathematics. Her work is inspired by contemporary pragmatic philosophical perspectives and postcolonial ideas.
Lisa Steffensen
is an Assistant Professor at the Department of Language, Literature, Mathematics and Interpreting, at the Faculty of Education, Western Norway University of Applied Sciences (HVL). Her PhD involved a teaching and research partnership in a lower-secondary school mathematics classroom focused on critical mathematics education and climate change. Steffensen has a background as a mathematics and natural science teacher in lower secondary school. Her research interests concern how mathematic education can contribute to developing students’ critical competencies by working with socio-political topics in the mathematics classroom.
Paola Valero
is a Professor of Mathematics Education at the Department of Mathematics and Science Education, Faculty of Science, Stockholm University, Sweden. Her research interests are mathematics education at all levels; in particular policy enactment processes, curricular development, multiculturalism and multilingualism in mathematics education, and diversity in mathematics teacher education. Currently, her research explores the significance of mathematics and science education as fields where power relations are actualised in producing subjectivities and generating in(ex)clusion of different types of students. She is currently the leader of the Swedish Research Council funded national Graduate school “Relevancing mathematics and Science Education (RelMaS)”. Her research has been part of the Nordic Center of Excellence “Justice through education in the Nordic Countries”.
David Wagner
is a Professor of Mathematics Education at the University of New Brunswick, Canada, and an Adjunct Professor (Professor II) at the University of South-Eastern Norway. He is most interested in human interaction in mathematics and mathematics learning and the relationship between such interaction and social justice. This inspires his research which has focused on identifying positioning structures in mathematics classrooms by analysing language practice, on teaching approaches that support sustainability, on ethnomathematical conversations in Indigenous communities, and on working with teachers to interrogate authority structures in their classrooms. He serves as co-editor of Educational Studies in Mathematics and on editorial boards of other journals. He has taught grades 7–12 mathematics in Canada and eSwatini.