ASSESS is a graduate school with a focus on assessment of knowledge in educational systems.

Competences in mathematics is largely about conducting and following mathematical reasoning. An important area is algebraic reasoning. The aim of this project was to develop mathematics teaching to improve students' reasoning on algebraic expressions at different levels in primary and upper secondary school.

The research group PRIM participates in a pilot project with a national eligibility test for admission to higher education.

When is sharing equally different? In this project, we study how younger children think and create meaning around sharing resources. It's about how they look at it from a mathematical perspective, and from a climate and sustainability perspective.

The aim of the research project is to develop methods for analyzing item testing in large-scale knowledge assessments. The goal is to improve the quality of analyses of both individual items and item collections, particularly in their application to the development of national math assessments.

Who feels welcomed in mathematics and physics at university level and why? We study the path of students from under-represented groups into these fields and the identities that they build as they engage with these subject areas.

The project want to generate a nuanced understanding of how inequity in socio-material conditions can affect students' opportunities to learn mathematics.

A more inclusive mathematics education is an explicit aim and policy for the research in this collaboration. How can pre-service and in-service mathematics teacher education contribute to this aim?

This research project is called: Problem situations, learning models and teaching strategies - design of a professional support for the youngest students' understanding of the positional system.

The REMATH graduate school conducts research on practice-based mathematics education, making mathematics teachers’ work and practices visible and accessible to student teachers. The work focuses on understanding what is required to develop the skills needed for deliberate and equitable teaching.

Successful PISA Stories in the EU: how some Member States have been able to improve their performance over time.

The aim of this project is to further knowledge about the learning of becoming and newly graduated mathematics teachers, about their participation in school practices, and how they develop a teacher identity.