The research group IRiMaD (Inclusive Research in Mathematics Didactics) is established and led by the University of Stavanger (UiS), which also serves as the responsible institution for the projects VERDI, DiCoTe, and INKODE (starting in autumn 2024). The group includes researchers Francesca Granone, Enrico Pollarolo, Mona Rosenlund, Martin Stokke and Astrid Junker, Angelina Obradovic with academic support from Elin Reikerås (head of FILIORUM), and co-researchers Glenn Knudsen, Mia Johansen, Fionn Angus, Adam Berge and Mariagrazia Tallarico. Contact persons are Hege Knudsen, Tone Merethe Kvalø, and Jonathan Angus.
The work is inspired by inclusive research in the health sector, particularly by May Østby and her collaborations with various institutions.
The group’s efforts have resulted in pedagogical resources that promote inclusive practices in mathematics and support both education and society’s need to understand and value everyday mathematics.
In this website you will find the links to all projects and resources that we have and we will produce.
IRiMaD represents an innovative model for research collaboration and knowledge sharing.
Scientific publications
Granone, Francesca; Knudsen, Glenn (2024)Supporting children’s spatial understanding through technology : The importance of dialogical exchange analysed through inclusive research. I: Designing inclusive assessment in schools : A guide to disciplinary and interdisciplinary practice. Routledge. ISBN 9781032728735. s.50-61. DOI: 10.4324/9781003463184-7
Granone, Francesca; Johansen, Mia; Knudsen, Glenn; Stokke, Martin; Pollarolo, Enrico; Reikerås, Elin Kirsti Lie; Rosenlund, Mona Reitan (2024). «We research with you, not about you» Researchers’ and Co-researchers’ Reflections on Communication in Inclusive Research Projects. Consultori Familiari Oggi. ISSN 1594-1914. Volum 32. Hefte 1. s.123-138.
Granone, Francesca; Pollarolo, Enrico (2024) Facilitating children’s communication in problem-solving activities with a coding toy: teachers’ semiotic mediation in early childhood education and care. Frontiers in Psychology. ISSN 1664-1078. Volum 15. s.1-15. DOI: 10.3389/fpsyg.2024.1426165
Granone, Francesca (2024) Teacher Mediation in Coding Activities: A Case Study Using an Inclusive Research Approach in Early Childhood Education. Formazione e insegnamento. ISSN 1973-4778. Volum 22. Hefte 3.
Granone, Francesca; Johansen, Mia; Reikerås, Elin Kirsti Lie; Kvalø, Tone Merethe Kolstad (2023). ”Nothing About Us Without Us”: the first example of inclusive research in Early Childhood Education in Norway. Consultori Familiari Oggi. ISSN 1594-1914. Volum 31. Hefte 1. s.69-82.
Participation to conferences
EECERA 2024
IASSIDD 2024
Jubileum – UiS 2024
EECERA 2025 (for the first time a co-researcher from Norway will participate to an international conference for presenting a paper about inclusive research in mathematics)
IRiMaD (Inclusive Research in Mathematics Didactics) 