Rune Herheim

Professor Rune Herheim is a faculty member at the Department of Language, Literature, Mathematics and Interpretation, Western Norway University of Applied Sciences. He leads the research group 'Mathematics didactics from a critical perspective' and previously directed the ICT/programming subgroup in the LATACME project (2018-2022) focused on critical mathematics education in multilingual classrooms. Herheim serves on editorial boards for Tangenten and Acta Didactica, the board of Caspar Forlag, and the University and College Council's term group, shaping national mathematics education policy.

His research centers on critical mathematics didactics, examining mathematics' societal role and professional applications. He investigates programming and digital resources to foster flexible mathematical understanding, analyzes discourse-quality impacts on learning, and develops north-south mathematical toolkits. Herheim emphasizes multilingual contexts and equity-focused pedagogy to democratize mathematics access and challenge power structures in education.

Herheim's 2024 publications reveal concentrated exploration of programming typologies in mathematics education, Stieg Mellin-Olsen's critical didactic frameworks, and master's program development. His work bridges theoretical rigor with practical classroom applications, prioritizing collaborative design and culturally responsive approaches across all publications.

As a professor, Herheim supervises master's and PhD candidates in educational science and mathematics didactics. His LATACME project leadership and current research group indicate active grant management, while his term group role directly influences national curriculum standards and educational terminology.

Herheim co-leads the 'Mathematics didactics from a critical perspective' research group and collaborates with 'Play, Games and Learning' and 'Lidis' teams. These groups drive innovation in mathematics pedagogy through interdisciplinary projects focused on digital tools, critical discourse, and inclusive learning environments.