Matematikkdidaktikk

Aisling/Bjerke/Hourigan: Prospective primary teachers’ efficacy to teach mathematics: measuring efficacy beliefs and identifying the factors that influence them. lenke

Appelbaum/Stathopoulou/Xenofontos: Mathematics education as dystopia: A future beyond. lenke

Bjerke/Johansen: Matematikkolympiaden 2022.

Yabas/Kurutas/Busra/Corlu: Empowering girls in STEM: Impact of the girls meet science project. lenke

Eriksen/Solomon/Bjerke/Gray/Kleve: Making decisions about attainment grouping in mathematics: teacher agency and autonomy in Norway. lenke

Fadum/Tellefsen: Videreutdanningsstudenters undervisningskunnskap relatert til likhetstegnets betydning i algebra.

Hungnes/Bjerke/Bachmann: Mestringstro kan hindre frafall i skolen. lenke

Hungnes/Bjerke/Bachmann: Developing self-efficacy through an extra preparatory school year: Lower secondary students’ perspectives on teacher support. lenke

Refvik/Bjerke: Computational thinking as a tool in primary and secondary mathematical problem solving: a literature review.

Røe/Wojniusz/Bjerke: The Digital Transformation of Higher Education Teaching: Four Pedagogical Prescriptions to Move Active Learning Pedagogy Forward. lenke

Smestad/Opsal: Trajectories of New Math in the Nordic Countries.

Sørensen/Vedvik/Fadum/Tellefsen: Programmering og samarbeidslæring.

Xenofontos/Alkan: “They’re coming into school hungry, they’re not ready to learn”. Scottish teachers’ perceptions of marginalization in school mathematics. lenke

Xenofontos/Mouroutsou: Resilience in mathematics education research: a systematic review of empirical studies. lenke

Matematikkfaget i skolen

Myrvold/Dalland/Hølland/Sundtjønn/Svanes/Andersson-Bakken/Håøy/Hagtvet/Klette: Hit eit steg og dit eit steg – sakte, men sikkert fremover? En systematisk kartlegging av premisser for og trekk ved førsteklasse.

Opsal/Smestad: Norske læreplaner (del 1).

Smestad: Lederartikler i Tangenten: Matematikk i krigstid? (nr. 2/22), Urettferdig? (nr. 3/22), Ansvar for felles læring (nr. 4/22).

Tverrfaglighet og liknende

Choat/Sandbakken: Variasjonsteori – et nyttig didaktisk verktøy for undring i barnehagen?

Holm/Rognes/Dahl: The FLIPPED STEP study: A randomized controlled trial of flipped vs. traditional classroom teaching in a university-level statistics and epidemiology course. lenke

Æsøy/Helsvig/Vederhus/Aas/Jøsok/Haugen/Ryen/Vanebo/Ferrer/Briseid/Stokke/Kvalvaag/Aukland/Hammer/Skaar/Myrebøe/Lundberg/Jahnsen/Lind/Sletteland/Mathias/Paaske: Lærerstreiken handler om skolens fremtid lenke

Lærebøker

Gustavsen/Rinvold/Hinna/Sundtjønn: QED1-7 Matematikk for grunnskolelærerutdanningen, Bind 1, 2. utgave.

Hole/Hashemi/Gulliksen: Matematikk i praksis (7. utgave).

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