Jehad Alshwaikh

Jehad Alshwaikh

Professor
Faculty Member - Department Of Curriculum & Instruction
PhD
University of London
[email protected]
Extension: 
5520
Office: 
Bamieh214

A (full) professor of mathematics education at Birzeit University, West Bank, Palestine. My research focuses on multisemiotic modes of representations and communication in (Arabic) mathematics discourse. My sabbatical (2021-2022) was at Duke University, North Carolina, USA. I spent two years as a postdoctoral fellow at the Witwatersrand in Wits Maths Connect Secondary project where my main role was conducting Lesson Study with the participating teachers in the project at their schools. I’m also interested in the sociopolitical and racial roles of mathematics and mathematicians. My recent book is “Learning and Teaching in Colonial Context: The Ethnography of Mathematics Education in Palestine” (2021, in Arabic). Coordinator of Yuhseng Educational Group https://www.birzeit.edu/en/yuhsen-educational-group

Selected publications

  • Alshwaikh, J. (2023). The racial role of mathematicians and mathematics in maintaining the Israeli military occupation. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-023-10255-8 (a view-only version here https://rdcu.be/djNz6)

  • Sabra, H., & Alshwaikh, J. (2023). The use of Arabic language by mathematics teachers as a resource to support teaching. ZDM Mathematics Education. https://doi.org/10.1007/s11858-022-01462-3
  • Adler, J. & Alshwaikh, J. (2019). A Case of Lesson Study in South Africa. In Huang, R., Takahashi, A., Ponte, J. P. (Eds.), Theory and Practice of Lesson Study in Mathematics: An International Perspective (pp. 317-342). Springer. https://doi.org/10.1007/978-3-030-04031-4_16
  • Alshwaikh, J. & Morgan, C. (2018). A framework for the study of written and spoken discourse: school mathematics in Palestine. ZDM Mathematics Education. https://doi.org/10.1007/s11858-018-0970-0
  • Alshwaikh, J. (2018). Diagrams as communication in mathematics discourse: A social semiotic account. For the Learning of Mathematics, 38(2), 9-13.
  • Alshwaikh, J., & Yasukawa, K. (2018). ‘Limits of the local’ in theorising numeracy as social practice: A case study of mathematics education in Palestine. In K. Yasukawa, A. Rogers, K. Jackson & B. V. Street (Eds.), Numeracy as Social Practice: Global and Local Perspectives (pp. 133-148). London: Routledge. https://doi.org/10.4324/9781315269474
  • Alshwaikh, J. & Straehler-Pohl, H. (2017). Interrupting passivity: Attempts to interrogate political agency in Palestinian school mathematics. In H. Straehler-Pohl, N. Bohlmann & A. Pais (Eds), The Disorder of Mathematics Education. Challenging the Socio-Political Dimensions of Research (pp. 191-208). New York: Springer.