Toril Eskeland Rangnes

Toril Eskeland Rangnes serves as an Associate Professor in Mathematics Education at Østfold University College's Department of Natural Sciences, Practical-Aesthetic, Social and Religious Studies. Her academic work bridges theoretical frameworks with practical classroom applications, focusing on integrating programming and digital tools into mathematics education while addressing multilingual and democratic dimensions of teaching practice.

Dr. Rangnes holds a Ph.D. in Mathematics Education from the University of Agder, complemented by a major in Mathematics Education (cand. scient), teacher education with specialization in special education, and completed supervision pedagogy (30 ECTS) for PhD supervision. Her professional journey includes positions as Associate Professor at University of Bergen/Western Norway University of Applied Sciences, University Lecturer at NLA, and primary school teaching experience in Sund municipality.

Her research explores programming integration in mathematics education, examining tensions teachers face when implementing computational approaches. She investigates mathematical argumentation through frameworks like Bakhtin's dialogism, analyzing truth, lies, and 'bullshit' in mathematical contexts with special attention to multilingual classrooms. Her work on democratic education in mathematics connects pedagogy with societal values, while her research on mathematical modeling targets elementary education contexts. Current projects include the NFR-funded 'Learning about teaching argumentation for critical mathematics education in multilingual classrooms' (2018-2022) and research on programming's impact on mathematics teaching.

As a member of the Didactics in Mathematics, Science and Technology (DiMaNaTe) research group, she contributes to the Digital Society research priority area at Østfold University College. Her scholarly output demonstrates consistent productivity with publications spanning 2023-2025 across international journals and book chapters. She has also served as editor for Tangenten, a journal for mathematics teachers, connecting research with classroom practice.