Blar i Institutt for real-, praktisk-estetiske, samfunns- og religionsfag på emneord "VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283"
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Analysing tensions faced by pre-service mathematics teachers engaging in digital fabrication.
(Chapter; Peer reviewed, 2022)This article analyses tensions pre-service teachers faced during the last workshop of participation in a series of professional development workshops on digital fabrication for creating manipulatives for mathematics ... -
Learners’ Critical Thinking About Learning Mathematics
(Peer reviewed; Journal article, 2021)Developing critical thinking practices among young learners through mathematics education is a topic of attention for mathematics education research community. Learners’ critical thinking concerning cognitive and social ... -
Matematikklæreres refleksjoner om egne undervisningsutfordringer
(Peer reviewed; Journal article, 2021)Teaching requires a special content knowledge as well as pedagogical content knowledge. Whereas many studies have investigated the knowledge teachers have or use in teaching, this study investigates what mathematical tasks ... -
The Mathematical Formatting of How Climate Change Is Perceived: Teachers’ Reflection and Practice
(Chapter, 2021)This chapter concerns how three teachers in lower secondary school include climate change in school mathematics. Data was collected over a one-year period, where the teachers organised several teaching activities such as ... -
The professional identities of prospective mathematics teachers who teach through programming
(Peer reviewed; Journal article, 2023)As has been the case in many countries around the world, the new Norwegian curriculum from 2020 included programming as part of mathematics education. However, little is known about how prospective teachers perceive this ... -
Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom
(Peer reviewed; Journal article, 2022)Multiple studies have been conducted regarding teachers’ error-handling practices, and how errors can be treated as opportunities for learning, albeit in the context of whole-class discussions. The aim of the present ... -
Teachers’ framing of students’ difficulties in mathematics learning in collegial discussions
(Peer reviewed; Journal article, 2022)This study investigates the diagnostic and prognostic framings of Swedish mathematics teachers regarding the difficulties experienced by students in mathematics learning. Collegial discussions among 65 mathematics teachers ... -
These tasks are very good but inappropriate for my students
(Chapter; Peer reviewed, 2022)This paper investigates how teachers reflect on and explain the role of high-quality mathematical tasks when selecting tasks for use in lessons. By analysing data from three groups of mathematics teachers engaged in collegial ... -
“We learn it [mathematics] at school so one thinks that one will use it …”: Learners’ beliefs about relevance and importance of learning mathematics
(Peer reviewed; Journal article, 2023)In this study, we explore Norwegian learners’ beliefs about the relevance and importance of learning mathematics. The data material consists of semi-structured interviews with nineteen lower secondary school learners (13-14 ...