A mathematics teacher’s storylines about CME-teachings, mathemacy and newly arrived students’ mathematical competence

Abstract

This article highlights storylines that have emerged during interviews with a teacher who is trying out Critical Mathematics Education in his multicultural and multilingual class of 10th grade students. The aims for the sessions were to create learning environments that promote the interdisciplinary topics Democracy and citizenship education [Demokrati og medborgerskap] and Public Health and Life Mastery [Folkehelse og Livsmestring] in the new mathematics curriculum in Norway, Kunnskapsløftet 2020. We believe that the storylines presented in this article are significant for developing mathematics education and future curricula to better correspond with the democratic society that students encounter outside of school.