Toril Eskeland Rangnes

• Rangnes, Toril Eskeland (2026). Lærerutdanning i endring. In Christiansen, Iben Maj; Erixon, Eva-Lena; Pansell, Anna & Skog, Kicki (Ed.), Studier om matematiklärarutbildning i Skandinavien. Stockholm University Press. ISSN 9789176353035. p. 433–452. doi: 10.16993/bde.q. Full text in Research Archive Show summary

  I see the chapters in this book as part of ongoing academic and political debates about what teacher education should contribute, what should be governed through broad frames and institutions, and what autonomy teacher educators should have in designing teacher education. This chapter addresses some of the challenging topics that are raised in Norwegian debates, including the connections between research, theory, and practice that characterise professional education, and the tension between governance and academic freedom in research and teaching. I also address cultural sensitivity in research and teaching, which is touched upon in several chapters in the book.

• Kaufmann, Odd Tore; Jemai, Khaled Ben Latief; Maugesten, Marianne & Rangnes, Toril Eskeland (2026). Student Teachers as Learners and Teachers: Praxeological Perspectives on Programming in Mathematics. Education Sciences. 16(1). doi: 10.3390/educsci16010104. Full text in Research Archive Show summary

  This study investigates how master’s student teachers (MSTs) conceptualize and integrate programming and computational thinking within mathematics education. Grounded in the Anthropological Theory of the Didactic, and specifically its notion of praxeology, the study analyses 39 written reflections produced by MSTs who completed a compulsory programming-based mathematics task. The analysis identifies both mathematical and didactic praxeologies, revealing how MSTs’ engagement with programming reflects their development both as learners and as future teachers. The findings demonstrate that MSTs’ personal learning strategies, such as exploration, iteration, and productive struggle, closely parallel their envisioned classroom practices. The findings also show that many participants framed programming itself as the central learning object, highlighting a need to develop confidence and competence before applying programming as a tool for mathematical inquiry. The study argues that programming tasks provide a productive arena for bridging theory and practice in teacher education by fostering an interplay between praxis (know-how) and logos (know-why). Finally, the results indicate that MSTs require institutional support specifically aimed at developing basic programming fluency (e.g., handling syntax, debugging, and programming environments), so that computational thinking can be mobilized for mathematical exploration rather than being overshadowed by technical challenges.

• Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland; Sachdeva, Shipra; Kaufmann, Odd Tore & Maugesten, Marianne (2025). Preservice teachers and their computational thinking perspectives. In Bosch, Marianna; Bolondi, Giorgio; Carreira, Susana; Spagnolo, Camilla & Gaidoschik, Michael (Ed.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy.. European Society for Research in Mathematics Education. ISSN 9791221086553. p. 2456–2463. doi: https:/hal.science/hal-05279705v1. Full text in Research Archive Show summary

  This study aims to provide teacher educators with valuable insights into preservice teachers’ (PTs’) perspectives on computational thinking (CT). We analyse three PTs’ notes from their process and reflections when solving mathematics problems with programming to identify their CT perspectives. We employed Brennan and Resnick’s CT framework focusing on CT perspectives and applied Warshauer's concept of productive struggle to gain deeper insight into what the PTs see as struggle and how they valued it. Our findings suggest that the PTs’ positioned themselves as novices in programming, focusing on learning programming and making something useful for their students to support their students’ learning. They chose well known mathematical problems claiming that programming was the main challenge. Their struggles with programming were valued as part of their learning process.

• Maugesten, Marianne; Kaufmann, Odd Tore; Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland & Sachdeva, Shipra (2025). Preservice teachers' identity as programmers in mathematics. In Bosch, Marianna; Bolondi, Giorgio; Carreira, Susana; Spagnolo, Camilla & Gaidoschik, Michael (Ed.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy.. European Society for Research in Mathematics Education. ISSN 9791221086553. p. 3027–3034. doi: http:/hal.science/hal-05284438v1. Full text in Research Archive Show summary

  In this study we investigate preservice teachers’ actual and designated identities. Analyses of preservice teachers' reflection notes written to complete a compulsory task about programming reveal both similarities and differences between preservice teachers' actual and designated identities. Both identities reflect a positive attitude towards programming and the importance of computational thinking. However, actual identity highlights preservice teachers' knowledge of problem-solving and their perception of programming as challenging but rewarding. In contrast, designated identity emphasizes the importance of programming knowledge to enhance students' learning, and knowledge of different programming tools to develop the students’ knowledge.

• Tvedt, Eva Elise; Meaney, Tamsin Jillian; Rangnes, Toril Eskeland & Lange, Troels (2024). "Shall we bullshit people?" Truth, lies and bullshit in argumentation that uses mathematics. For the Learning of Mathematics. ISSN 0228-0671. 44(1), p. 42–47. Full text in Research Archive
• Meaney, Tamsin Jillian & Rangnes, Toril Eskeland (2024). Possibilities for learning about mathematical argumentations using the language resources of multilingual preservice teachers. In Baschek, Eileen; Fetzer, Marei; Klose, Rebecca; Schreiber, Christof & Söbbeke, Elke (Ed.), Sprachlich-kulturelle Ressourcen im Mathematikunterricht der Primarstufe. WTM Verlag. ISSN 9783959872850. p. 85–105. doi: 10.37626/GA9783959872867.0.05. Full text in Research Archive Show summary

  Preservice teachers’ and teacher educators’ views on multilingual school students’ mathematical learning possibilities have been researched in the last decade. However, there are limited studies on how language and cultural differences in mathematical argumentation can broaden mathematics education learning possibilities in teacher education. Using multilingual preservice teachers’ evaluations of examples of Grade 4 students’ multimodal mathematical argumentation, the influence of different cultures and languages is explored. In a teacher education workshop, preservice teachers seemed to use different evaluation criteria for Grade 4 students’ mathematical argumentation, depending on their home language and culture. Nevertheless, the teacher educator only made use of some differences in evaluation criteria to broaden understandings about how young students’ mathematical argumentation can be affected by language and cultural expectations. Consequently, there are implications for multilingual mathematics teacher education courses.

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• Herheim, Rune; Rangnes, Toril Eskeland; Rø, Kirsti & Smestad, Bjørn (2024). Master i matematikkdidaktikk. Fagbokforlaget. ISBN 9788293598091. 328 p. Full text in Research Archive

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• Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland; Sachdeva, Shipra; Kaufmann, Odd Tore & Maugesten, Marianne (2025). Preservice teachers and their computational thinking perspectives. Full text in Research Archive
• Maugesten, Marianne; Kaufmann, Odd Tore; Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland & Sachdeva, Shipra (2025). Preservice teachers’ identity as programmers in mathematics. Full text in Research Archive
• Rangnes, Toril Eskeland (2024). Intervensjonsstudier, med vekt på aksjonsforskning og designforskning. Full text in Research Archive

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