Teilnehmer I Participants

David Wagner / University of New Brunswick, Canada

David Wagner works at the University of New Brunswick. He is most interested in human interaction in mathematics and mathematics learning. This inspires his research which has focused on identifying positioning structures in mathematics classrooms by analyzing language practice, on ethnomathematical conversations in aboriginal communities, and on working with teachers to interrogate authority structures in their classrooms. He currently serves on the Nonkilling Science and Technology Research Committee, the International Committee of Mathematics Education and Society, and the editorial boards of Educational Studies in Mathematics and Mathematics Education Research Journal. He has taught grades 7-12 mathematics in Canada and Swaziland.

Paola Valero / Aalborg University, Denmark

Paola Valero is Professor of Education in Mathematics and Science, director of the Science and Mathematics Education Research Group (SMERG), and director of the Doctoral Program Technology and Science at the Faculty of Science and Engineering at Aalborg University, Denmark. She researches the significance of mathematics and science in the school curriculum as fields where power relations are actualized in producing subjectivities and generating inclusion/exclusion of different types of students. Her research is part of the Nordic Center of Excellence “Justice through education in the Nordic Countries”.

David Swanson / University of Manchester, UK

I am currently completing my PhD and teaching on the PGCE mathematics teacher training course at the University of Manchester, having taught mathematics for many years in post-16 education. My PhD is on the relationship between Vygotsky’s theory of scientific concepts and connectionist pedagogy in mathematics. Its aim is to provide a theoretical basis for pedagogy and to concretise Vygotsky’s theory, and, in doing so, to develop the theory and pedagogical practice. My approach is unrelentingly marxist, and attempts to integrate analysis of concept development within classroom dialogue through to understandings of schooling under capitalism within a coherent totalising perspective.

Hauke Straehler-Pohl / Freie Universität Berlin, Germany

Having finished my PhD in February 2014, I am currently finding the path for my future research in mathematics education and education more generally. My main interest is in how education impacts on societal developments, how we can make normative claims about "where to go" for society and draw educational conclusions accordingly. My major influences for developing questions are sociology of education, psychoanalytic and political philosophy, and social semiotics. I am currently involved in the design of two research projects, "Urban Boundaries Europe" and "Conceptions of future in educational institutions between imagination and performativity".

Aldo Parra / Aalborg University, Denmark

I am from Bogotá (Colombia). B.Sc. in Mathematics. MSc in Mathematics Education; currently I am doing my Ph.D at Aalborg University. I have worked with mathematics teachers in several states in my home country: Bogotá, Nariño and Putumayo, also with Tikuna indigenous communities In the Amazonian region of Colombia. Since 2006 I have been working with the Centro Indígena de Investigaciones Interculturales de Tierradentro, an indigenous center of research, with Nasa indigenous people in Tierradentro, state of Cauca. I am lecturer at Colombian universities since 2005. Member of Red Latinoamericana de Etnomatematica.

Alexandre Pais / Manchester Metropolitan University, UK

Alexandre is currently employed by the Education and Social Research Institute, Manchester Metropolitan University, where he reads, writes, teaches and relentlessly participates in the academic research business. His interests are primarily focused on the politics of educational research, with an emphasis in mathematics education. For his research he uses Lacanian psychoanalysis and Zizek’s works on cultural theory and philosophy.

Candia Morgan University of London, UK

I currently work at the Institute of Education, University of London, teaching Masters and Doctoral students and professional development for teachers. My background was teaching mathematics at secondary school level and I also spent some years working with pre-service secondary mathematics teachers. My research has been concerned with the language and discourses of mathematics education practices, in particular using critical discourse analysis to identify what is valued in a particular practice and the positions and relationships available to students, teachers and other participants.

Alexandre Montecino Munoz / Aalborg University, Denmark

PhD. student in Department of Learning and Philosophy at Aalborg University, Denmark. Master's grade in science with specialty in mathematics education at Cinvestav, Mexico (The Center for Research and Advanced Studies of the National Polytechnic Institute). Bachelor's degree in Education at Universidad Católica Silva henríquez, Chile and Mathematics teacher and educational informatics at Universidad Católica Silva Henríquez, Chile. He is interested in the study on mathematical knowledge and how the mathematics teacher is shaping as subject, from a sociopolitical approach.

Mônica Mesquita / Lisbon University, Portugal

Born and raised in the heart of the megalopolis of São Paulo/Brazil, I have the urbanity as central theme of my research. Pure mathematics was my degree base, but I have trodden a path rooted in the transdisciplinary and transcultural development of the concept of urban space via the praxis of critical social theory. Nowadays, with a post-doc fellowship in Educational Political Philosophy in Portugal, I am working with mathematics teachers of different ethnic groups in Brazil, advising theses in interdisciplinary education in Lisbon, and focusing my energy on the process of expanding the Urban Boundaries – a project which was officially initiated in Portugal and is running internationally today.

Sverker Lundin / University of Gothenburg, Sweden

Sverker Lundin has a background in computer science and mathematics and has worked with data analysis in a number of research projects in the humanities and the social sciences. He has a PhD in the sociology of education and has written a thesis on the history of mathematics education in Sweden. In his work he tries to combine historical awareness with theories originating in psychoanalysis and anthropology. He currently teaches theory of science at the University of Gothenburg.

Anna Llewellyn / Durham University, UK

Anna Llewellyn has worked at the School of Education, Durham University since 2005. Previously she taught mathematics in secondary schools in Nottingham, UK. Since joining Durham she has led the mathematics strand of the PGCE Secondary course. In addition, she works on several MA modules undergraduate education studies modules and is pathway leader for the MA Education. Anna’s research interests are in the areas of: discourses, normalisation, childhood, mathematics, identity, gender and policy. She has a philosophical take on sociology and is primarily interested in poststructural forms of analysis. Anna recent project is concerned with unpacking ‘truths’ of the mathematics classroom.

David Kollosche / University of Potsdam, Germany

Dr. David Kollosche has worked in the field of mathematics education at Universität Potsdam, Germany, since 2008. In his doctoral thesis, he developed a sociological framework based on the work of Michel Foucault and conducted two studies on cultural dimensions of logic and calculation in order to analyse social functions of mathematics school education. He is especially interested in the losses and gains that come with mathematics both on a social and on an individual level. He is currently investigating the perception of mathematics from the viewpoints of school students and mathematical laymen.

Gelsa Knijnik / Universidade do Rio dos Sinos, Sao Leopoldo

I work at the Graduate Program on Education of UNISINOS, a Jesuit university situated in the Southernmost State of Brazil. My academic trajectory has been focused on the politicity of mathematics education, examined with sociological and philosophical lens. Nowadays the main references of my work are Foucault's theorizations and Late Wittgenstein's work. Since the beginning of the 1990's I collaborate with the Brazilian Landless Movement and develop research projects linked to peasant's forms of life. These projects give me "food for thought" and help me to understand the role of intellectuals in the contemporaneity.

Maria Johansson / Stockholm University, Sweden

My name is Maria C Johansson. I have recently finished a licentiate thesis with the title ”Transitions making up for (epistemic) gaps”. The thesis was a part of a research project with the title In work and for school. At the moment I am working at Malmo University, mainly with educating vocational teachers. My interest is the relation between school and work, both from mathematical and sociological points of view. One example of this interest is how real-life applications in vocational classroom are supposed to upgrade manual labour, while these applications might instead disrespect the vocational students’ needs and competences. Another, although related interest is what different theories and methodologies renders visible or invisible.

Kenneth Mølbjeg Jørgensen / Aalborg University, Denmark

Kenneth Mølbjerg Jørgensen is Professor at The Department of Learning and Philosophy at Aalborg University in Denmark. He does research and teaches within the area of organizational change and organizational learning. His research interests include power, materiality, narrative, storytelling and ethics in organizations and in leadership education. He has been involved in numerous projects on organizational change and learning. Kenneth has authored, co-authored and edited numerous books, book chapters and journal articles. Recent authored and co-authored books are “Power without Glory – A Genealogy of a Management Decision” published by CBS Press, “Human Resource Development – A Critical Text” published by Sage, “Educational Leadership, Management and Governance in South Africa” published by Nova Science Publishers, and Critical Narrative Inquiry – Storytelling, Sustainability and Power published by Nova Science Publishers.

Eva Jablonka / King's College, London, UK

Uwe Gellert / Freie Universität Berlin, Germany

I am interested in how (my) theoretical perspectives shape (my) conceptions of mathematics education as a field of research: What issues is given relevance and in which ways? The first question seems important to me, considering particularly languages of description at the intersection of political, sociological and pedagogical perspectives. The second question asks for methodologies directed at research at an empirical level, taking into account the ways in which results of research interact with the pedagogical, social and political phenomena investigated in.

Liz de Freitas / Adelphi University, New York, USA

Elizabeth de Freitas is an Associate Professor in the Ruth S. Ammon School of Education, Adelphi University, New York. She is cross-appointed in the Adolescent Education Program and the Educational Technology Program. Her research brings together philosophy of mathematics with socio-cultural studies of mathematics education. She is an associate editor of the journal Educational Studies in Mathematics. She is co-author of the book Mathematics and the body: Material entanglements in the classroom (Cambridge University Press, 2014) and co-editor of the book Opening the research text: Critical insights and in(ter)ventions into mathematics education (Springer Verlag, 2008).

Ditte Christensen / University of Gothenburg, Sweden

Ditte Christensen has a master degree in philosophy of education from Aarhus University in Denmark. She works with questions pertaining to boundary construction in response to ambiguous events or circumstances. In her thesis she explored the unease that emerged among Swedish educators when presented with the task – given by the government – of making entrepreneurship into a thread in the education system.

Tony Brown / Manchester Metropolitan University, UK

Tony Brown has had a long-standing interest in theory as applied to mathematics education and professional education. His work in mathematics education focuses on how ideological aspects of social life impact on the teacher and student experience of mathematics. Tony was a convenor of the two conferences in Manchester on the theme of Mathematics Education and Contemporary Theory and has edited two volumes of Educational Studies in Mathematics compiling the work that arose. Tony’s most recent book is Mathematics Education and Subjectivity in Springer’s Mathematics Education Library series. He is Professor of Mathematics Education at Manchester Metropolitan University.

Nina Bohlmann / Freie Universität Berlin, Germany

Living and working in Berlin means living and working in an urban area, what comes along with all the advantages and disadvantages of big cities. In this regard one of the recently most discussed issues is social inequality, which plays a crucial role especially in the context of education. With elementary education and mathematics as study background I always have been interested in finding ways to teach mathematics as good as possible. Bringing these aspects together I am mainly interested in mechanisms that translate differences in the social background of students into differences in students’ attainment in the mathematics classroom. A question that bothers and accompanies me all the time is, if school and education – anyhow – have the power to settle these differences.

Lisa Björklund-Boistrup / Stockholm University, Sweden

Lisa Björklund Boistrup, PhD, is a Senior Lecturer at Stockholm University and Linköping University, both in Sweden. One of her research areas is classroom communication in mathematics classrooms. Here she specifically investigates power aspects in terms of assessments present in day-to-day classroom activities, often together with mathematics teachers in action research, where also the institutional framing is analysed. Another research area is to understand mathematics containing activities outside school such as workplaces.

Christer Bergsten / Linköping University, Sweden

Christer Bergsten is professor emeritus of mathematics education at Linköping University, Sweden. His publications have focussed on a range of issues in teacher education, technology, semiotics, university mathematics education including the transition from secondary school to university, and theoretical approaches to research. He has also been involved in the set up and development of Swedish, Nordic and European mathematics education research societies.

Peter Appelbaum / Arcadia University, Philadelphia, USA

Melissa Andrade / Aalborg University, Denmark

PhD student from the Department of Learning and Philosophy at Aalborg University, Denmark. Master in Science with major in Mathematics Education at the Investigation Center and Advance Studies (CIVESTAV-IPN), Mexico. Bachelor in Education at Silva Henriquez Catholic University, Chile. Teacher of mathematics and educational informatics at Silva Henriquez Catholic University, Chile. She has developed studies built from a socioepistemological approach on spatial abilities. Currently she is interested in sociopolitical studies on school geometry, the objectification knowledge and the shaping of a scientific self.

Jehad Alshwaikh / Birzeit University, West Bank, Palestine

I am from Gaza and live in Ramallah, West Bank where I work at Birzeit University (Palestine) as Assistant Professor in mathematics education. My research interest focuses on communication and representation in mathematics discourse from the Multimodal Social Semiotics point of view. I try to bring the different modes of communication and representation, such as language, diagrams and gestures, together in order to understand the way in which the mathematical meaning-making process takes place. Current research includes analysing Palestinian school mathematics textbooks and exploring the efficacy of a science and mathematics teacher professional development model based on pedagogical content knowledge.

Natividad Adamuz / University of Cordoba, Spain

Natividad Adamuz Povedano is currently a teacher of mathematics education in the Bachelor of Primary Education and in the Master Teacher Training Secondary School at the University of Cordoba, is a member of the Research Group in Education, Diversity and Society. Her training and her job has been marked by her passion for education, and by the solid belief that it is possible to build another kind of education that is accessible for everyone, more respectful to people, to the environment and to culture. Hence her interest in exploring Ethnomathematics and its applications in the classroom, and the use of innovative teaching methods in mathematics.