The Centre for Research, Innovation and Coordination of Mathematics Teaching (MatRIC) focuses on mathematics teaching and learning within the study programmes of other subjects such as engineering, natural sciences, economics and teacher education.

MatRIC sets out to:

  • Create, lead and support networks that enable sharing and development of effective use of video, digital, web-based and emergent technologies in teaching, learning and assessing mathematics.
  • Initiate, support and disseminate research into teaching, learning and assessing mathematics to identify, understand and evaluate effective innovation in practice.
  • Bring together mathematics educators, scientists, engineers, computer scientists and economists in cross-disciplinary teams to produce workplace simulations and realistic tasks for mathematical modeling.

MatRIC addresses a national priority area set out in the Norwegian strategy for science and technology (Ministry of Education and Research, 2010). Mathematics is a requirement in the Norwegian national frameworks for the education of engineers, economists and teachers, and is an indispensable element of studies in natural sciences and health care. However, national and international tests reveal disappointing levels of performance of Norwegian students as they transfer from school to higher education. For example, the Norwegian Mathematics Council's test of basic skills exposes severe weaknesses in students' fluency and reliability in elementary mathematical procedures as they embark on studies in economics, engineering, and teaching (Nortvedt, 2012).

Ministry of Education and Research (2010). Realfag for framtida: Strategi for styrking av realfagene 2010-2014 [Mathematics and Science for the future: Strategy for strengthening mathematics and sciences 2010-2014]. Oslo: Kunnskapsdepartementet.

Nortvedt, G. A. (2012). Norsk matematikkr├ąds forkunnskapstest 2011 [Norwegian Mathematics Council's prior-knowledge test 2011]. Oslo: Norsk matematikkr├ąd.

MatRIC will support effective mathematics teaching and learning that results in:

  • Motivated students, who enjoy mathematics and appreciate the relevance of mathematics.
  • Students who understand fundamental mathematical ideas so that they can apply relevant mathematics to resolve non-routine problem situations.
  • Students who have strategic knowledge and awareness of mathematics that enables effective problem solving and self-regulation.
  • Students who have procedural fluency and reliability in routine operations and calculations.
  • Students who possess competencies in mathematical modeling and the application of mathematics in the problems encountered in the work place and applied research situations.
  • School teachers who are confident and competent in mathematics, and who have an understanding of how mathematics is used in a range of commercial, scientific, industrial and financial situations.