Lærerutdanning og kritisk matematikkundervisning

This chapter is about how teacher education can inspire preservice teachers to critically reflect on the role of mathematics in society, on their own learning and on their attitude towards mathematics; a teacher education in which preservice teachers are empowered as future mathematics teachers. The goal is to empower students to reflect on how they will facilitate learners’ learning and empowerment. The chapter presents the teacher education programme in Bergen in a historical and national context. Stieg Mellin-Olsen’s mindset and theoretical perspectives within critical mathematics education are an important foundation for teacher education in Bergen. This is elaborated through themes such as critical-democratic formation, empowerment, rationales for learning, mathematical conversations and ethical awareness. We illustrate how these themes form perspectives that can be internalised in teacher education.