Project Consortium

The project goal is to develop and evaluate an innovative professional development programme for mathematics teachers. The following project partners are cooperating in the Erasmus+ project “CaLSAM”: 

University of Bielefeld (Germany)

Since 2016, Kerstin Gerlach has been a Professor of mathematics education with a focus on inclusion in mathematics classes at Bielefeld University. Her research focuses on language as a medium for teaching and learning mathematics in diverse learning groups. She shares her insights in various contexts, for example by teaching mathematics education in a training program for refugee teachers and by delivering teacher training courses throughout Germany on topics such as language- and content-sensitive math lessons, multilingual learners, and the importance of the interplay between language and other representations of mathematical objects in teaching and learning mathematics.

Amelie Vogler is a Lecturer at the Institute for Mathematics Education at Bielefeld University. Her research focuses on concept formation processes of primary school students in the field of geometry.

Samuel Coronado Alvarez works as a Project Coordinator and Advisor, assisting with applications for various third-party funding providers, such as DAAD. At CaLSAM, he is assists with the project’s overall coordination.

University of Education Schwäbisch Gmünd (Germany)

Taha Ertuğrul Kuzu is an Assistant Professor at University of Education in Schwäbisch Gmünd, specialising in heterogeneity in primary schools.  His research and teaching focus on analysing the teaching and learning processes in primary schools, particularly in relation to multilingualism as a resource for understanding and meaning-making in mathematics. He also researches the use of digital media in teaching and learning processes, particularly the use of videos and AI-based tools in multilingual settings, and the conditions necessary for teachers to successfully develop their professional skills in designing content- and language-sensitive lessons.

Nina Autenrieth is a PhD Candidate and Academic staff member at the Centre of Media Education at the University of Education Schwäbisch Gmünd. Her research focusses on Educational Leadership, participatory school development processes and media education, especially in the context of AI. In the CaLSAM project she develops the project website, as well as AI focussed materials for teachers.

Thomas Irion is Professor of Educational Sciences, specialising in primary education and media education. He is the director of the Center for Media Education at University of Education in Schwäbisch Gmünd and he is member of several advisory boards and expert groups focusing on digital education. His research interests and publications cover digital media education, learning with digital media, digital education in science teaching.

University College Cork (Ireland)

Máire Ní Ríordáin is a Senior Lecturer at the School of Education at University College Cork. Her research interests include bilingualism and mathematics education, with a focus on mathematics teacher professional development. She is Co-Leader of the European Society for Research in Mathematics Education’s 14th Congress and has been an International Programme Committee member for the past three European Topic Conferences on Language in the Mathematics Classroom.

Craig Neville is a Lecturer at the School of Education at University College Cork, who specialises in language education, language teacher education, and multilingual education. Focusing on linguistic social justice, he is involved in international projects such as Erasmus+ and Collaborative Online International Learning (COIL), demonstrating his commitment to innovative educational practices.

T.J. Ó Ceallaigh is a Senior Associate Professor at the School of Education at University College Cork. His research focuses on teacher education, development, and leadership, particularly in the areas of language immersion and digital pedagogies. His participation in the European Commission Working Group on Digital Education and the Association for Teacher Educators in Europe highlights his expertise in these areas.

Norwegian University of Science and Technology (Norway)

Sikunder Ali is an Associate Professor of Mathematics Education in the Department of Teacher Education at the Faculty of Social and Educational Sciences at the NTNU. He specialises in mathematics education, applied mathematics, and philosophy. Sikunder Ali has over two decades of experience in teacher education in various countries, including Pakistan, Denmark, the USA, Spain, Portugal and Norway. His research focuses on the relationship between mathematics and democracy, as well as on mathematics learning in diverse contexts. His interdisciplinary approach enables him to address complex issues at the intersection of mathematics, education and society.

Danyal Farsani is an Associate Professor in the Department of Teacher Education at Norwegian Centre for Mathematics Education at the NTNU. His research interests include understanding language (both verbal and non-verbal) across different cultures and the use of language as a teaching and learning resource, particularly in multilingual environments.

Frode Rønning has been a Professor in the Department of Mathematical Sciences at the NTNU since 2013. His research focuses on geometric function theory, language and concept development in mathematics, and university mathematics, particularly basic mathematics education for engineers.

Trabzon University (Turkey)

Mustafa Güler is an Associate Professor at Trabzon University. His research focuses on mathematics teacher education and teacher noticing.

Erdem Çekmez is an Associate Professor at Trabzon University. His research focuses on modelling, problem solving, language and computer-assisted teaching in mathematics classes.

University of Education St. Gallen (Switzerland)

Professor Barbara Ott is Head of Education and Professor of Mathematics at the Institute for Mathematical, Scientific and Technical Education (IMNT) at the University of Teacher Education St. Gallen (PHSG). In this role, she oversees both the strategic development of the institute’s education programs and the advancement of mathematics education.

Dr. Ángela Uribe Acevedo is a researcher at the Institute for Mathematical, Scientific and Technical Education (IMNT) at the University of Teacher Education St. Gallen (PHSG). Her work focuses on teaching and learning in the STEM fields.