Iben Christiansen

Iben Christiansen


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Arbetar vid Institutionen för matematikämnets och naturvetenskapsämnenas didaktik
Telefon 08-120 766 37
Besöksadress Svante Arrheniusväg 20 A, E-huset, Arrheniuslab
Rum P 421
Postadress Institutionen för matematikämnets och naturvetenskapsämnenas didaktik 106 91 Stockholm


Min forskning fokuserar på matematiklärares kunskap, lärande och praxis. Jag kom till Stockholms universitet i januari 2015 efter att ha arbetat och bott i Sydafrika i 15 år.

För närvarande arbetar jag med att utveckla ett internationellt projekt om kartläggning av matematiklärares lärande från lärarutbildning till arbete i skolan. Projektet kommer att undersöka vilka förändringar som sker i lärares praxis över tid; vad som påverkar deras lärandeprocess; och hur kunskap från deras lärarutbildning blir rekontextualiserad. Projektet involverar lärare i Sydafrika, Rwanda och Sverige.

Nyligen genomförde jag den första matematikklassrumstudien i Rwanda; en replikering av en studie som tidigare genomförts i Sydafrika. Resultaten av studierna visade på betydande skillnader i lärarkunskap och elevprestationer mellan de två länderna. I synnerhet tycktes de rwandiska eleverna bättre behärska grundläggande aritmetik. Dessutom visade sig undervisningen i Sydafrika ha begränsat konceptuellt fokus och elevengagemang, medan den rwandiska undervisningen bjöd på något bättre möjligheter för elevernas lärande.

 Ett samarbetsprojekt med Dr Carol Bertram och Dr Tabitha Mukeredzi studerar förskollärares lärande i ett fortbildningsprogram för förskollärare vid University of KwaZulu-Natal i Sydafrika. Projektet spänner över lärande av ämnes och pedagogiskt kunnande relaterat till modersmålsundervisning (Zulu), första andraspråksundervisning (engelska) och grundläggande aritmetik (numeracy).

Utvalda publikationer

Bertram, Carol; Christiansen, Iben Maj; Mukeredzi, Tabitha (2015). Exploring the complexities of describing Foundation Phase teachers’ professional knowledge base. South African Journal of Childhood Education, 5(1), 169-190.

North, Marc Phillip & Christiansen, Iben Maj (2015). Problematising current forms of legitimized participation in the examination papers for Mathematical Literacy. Pythagoras 36(1), 31-41.


I urval från Stockholms universitets publikationsdatabas
  • 2018. Viren Ramdhany, Hamsa Venkat, Iben Maj Christiansen. African Journal of Research in Mathematics, Science and Technology Education 22 (2), 186-195

    The education and professional development of pre-service mathematics teachers occur across different contexts. Key contexts of mathematics learning and learning to teach are school, university undergraduate mathematics and mathematics teaching-related learning in teacher education courses. International literature suggests that each of these contexts legitimises different views of mathematics teaching and learning. For pre-service teachers traversing these contexts, moves between sites can be experienced in more continuous or more dissonant ways. The disjunctures associated with dissonant experiences lead to openings for value judgments related to the distinctions that are drawn, opening possibilities for a wider range of pedagogic decisions. In this paper, we explore, through interviews with four pre-service teachers in one post-graduate certificate of education (PGCE) course, perceptions of continuity and dissonance across sites related to mathematics and mathematics education, and teaching and learning. Our findings point largely to experiences of continuity between the high school and undergraduate contexts, with the PGCE course recognised as different from these contexts.

  • 2018. Tabitha G. Mukeredzi, Carol Bertram, Iben Christiansen. South African Journal of Childhood Education 8 (1)

    Background: There is a growing focus in South Africa on teachers developing appropriate knowledge, skills and dispositions for teaching to support young learners’ development and learning. One such teacher development programme is the Advanced Certificate in Teaching for Foundation Phase teachers, offered by the University of KwaZulu-Natal (UKZN). This research sought to establish the learning of this sample of teachers as this was the first time the programme was offered at this level in South Africa and in UKZN.

    Aim: The study investigated the knowledge the teachers said they gained, how they acquired it and ways in which they said learning improved their classroom practices.

    Methods: This was a qualitative study. Data were generated from 26 participants through two rounds of focus group interviews in June 2013 and in November 2014. Data were analysed thematically using concepts of accommodation or assimilation, and practical or conceptual knowledge.

    Results: Respondents’ statements indicated development of a range of practical knowledge about planning and teaching strategies, and conceptual knowledge like child development, creative play, circle of courage and others. Teachers also reported ways in which their classroom practices had improved. However, both institution- and student-related learning barriers emerged during the first semester around programme demands and poor curriculum delivery.

    Conclusion: Respondents reported more about acquiring practical than conceptual knowledge and having improved practices in many ways. Participants also reported gaining conceptual knowledge around child development, circle of courage, and learning barriers. They acquired these kinds of knowledge through both assimilation and accommodation.

  • 2015. Jean Francois Maniraho, Iben Maj Christiansen. Journal of Education and Practice 6 (32), 148-158

    This paper offers a tentative snapshot of Grade 6 mathematics classroom practices in Rwanda based on twenty video recorded lessons. It has an objective of investigating through evaluation, the teaching strategies used by Rwandan Grade 6 Mathematics teachers in their classrooms. In the absence of sufficient instruments to measure Pedagogical Content Knowledge (PCK) in practice, a coding scheme was developed and applied to our video recorded lesson data, which helped us to answer our question of knowing the PCK levels of Rwandan Grade 6 Mathematics teachers. Choosing Rwanda as research site is mainly based on our will to know Grade 6 Mathematics practices in developing countries and particularly in Rwanda context where there has not been any study of this kind done before, which could add to researchers’ existing understanding of practical PCK. The findings suggest that there are differences in the extent to which practical PCK is engaged as some teachers seem more likely to use teaching strategies that research suggests are effective like being able to unpack the content in their teaching. Even if the overall impression is that it is fair to assume that teaching in Rwanda is not in a calamity, some teaching practices need to be improved. These include making connections and linking the contents. The paper ends with a discussion of methodological issues.

  • 2015. Marc North, Iben M. Christiansen. Pythagoras (AMESA) 36 (1), 31-41

    In this article we argue that in South Africa the current format of legitimised participation and practice in the examination papers for Mathematical Literacy restricts successful apprenticeship in the discipline of scientific mathematics and limits empowered preparation for real-world functioning. The currency of the subject, then, is brought into question. We further argue that the positioning of the subject as a compulsory alternative to Mathematics and the differential distribution of these two subjects to differing groups of learners facilitates the (re)production and sustainment of educational disadvantage. We draw on Dowling’s theoretical constructs of differing domains of mathematical practice and positions and focus analysis on a collection of nationally set exemplar Grade 12 examination papers to identify legitimised forms of participation in the subject. We conclude by arguing for a reconceptualised structure of knowledge and participation in Mathematical Literacy and make preliminary recommendations in this regard.

  • 2015. Iben Maj Christiansen. Conceptual integration and educational analysis, 129-138
Visa alla publikationer av Iben Christiansen vid Stockholms universitet

Senast uppdaterad: 17 april 2019

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