Amalie Sødal

Doctoral Research Fellow

Department of Mathematical Sciences

Email: amalie.sodal@uia.no
Phone: +47 38142670
Mobile phone: +4748284620

Office J3033 (Universitetsveien 25, 4630 Kristiansand, Norway)

Areas of responsibility

2012 - Completed Teacher Training at the University of Stavanger.

2012-2014 - Master's degree in Didactics of Mathematic from the University of Stavanger.

Research

Academic interests

The "Resource" Approach to Mathematics Education

The Documentational Approach to Didactics

Teacher Education

Mathematics Education Research

General outreach

ERME Paper Award 2023 Awardee:
http://erme.site/awards/

Interview in utdanning.no:
https://utdanning.no/tema/yrkesintervju/matematiker

Short biography

After completing my teacher education, I have been teaching mathematics in both primary and lower secondary school.

From spring 2020 I have been a PhD Research Fellow at the University of Agder under supervision of Simon Goodchild, Hans Kristian Nilsen and Unni Wathne. In my PhD project I am inquiring into how working with resources for teaching mathematics can afford proffesional growth for student mathematics teachers. An overaching goal of the study is to address the gap between university and workplace learning and further, to contribute to better alignment of the knowledge development that takes place within the universitiy and in school placement.

Publications

Scientific articles and book chapters

Sødal, Amalie (2023). Networking the documentational approach and Valsiner's zone theory. In Drijvers, Paul; Csapodi, Csaba; Palmer, Hanna; Gosztonyi, Katalin & Kónya, Eszter (Ed.), Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISSN 978-963-7031-04-5. p. 3152–3159.
Sødal, Amalie (2022). A resource approach to mathematics teacher education. In Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica & Ferretti, Federica (Ed.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education. ISSN 979-1-22-102537-8. Show summary
The relation between pre-service teacher education and the day-to-day practice of mathematics teachers in schools is a recurring topic in research on teacher education. Furthermore, the Norwegian teacher education programme has been criticised for polarity between theory and praxis. The following pilot study investigates what aspects of working with resources in university coursework pre-service mathematics teachers perceive as valuable preparation for teaching mathematics. I found that university coursework can alleviate the gap between theory and praxis through resources for teaching mathematics. Working with resources can provide learning opportunities that pre-service mathematics teachers experience as practical and useful.

View all works in Cristin

Published Apr. 16, 2024 11:35 AM