Publikasjoner våren 2023

Her er en oversikt over publikasjoner som medlemmer av forskningsgruppa har publisert våren 2023 (med forbehold om at ting som ikke er lagt inn i Cristin, heller ikke nødvendigvis er med her).


Baykaldı, G., Corlu, M. S. & Yabaş, D. (2023). An investigation into high school mathematics teachers and inclusive education for students with visual impairments. British Journal of Visual Impairment, 0(0).

Bjerke, A. H. & Nolan, K. (2023). The return to university after fieldwork: toward disrupting practice-theory challenges identified by mathematics teacher educators [Original Research]. Frontiers in Education, 8.

Bjerke, A. H. & Xenofontos, C. (2023). Teachers’ self-efficacy in teaching mathematics: tracing possible changes from teacher education to professional practice. Teachers and Teaching, 1-15.

Doganca Kucuk, Z., Genek, S. E., Bozoglu, H. S. & Corlu, M.S. (2023). Expressed Willingness of STEM Teachers to Teach Engineering. Journal of Pre-College Engineering Education Research (J-PEER), 13(1), Article 4.

Herset, M., El Ghami, M. & Bjerke, A. H. (2023). The effect of level-marked mathematics tasks on students’ self-efficacy: An experimental study [Original Research]. Frontiers in Psychology, 14.

Holmedal, S. (2023). The purpose of Education? Exploring the contradiction of inclusion through attainment grouping in Norwegian mathematics teaching. OsloMet Avhandling 2023 nr. 24.

Khilji, M. A. & Xenofontos, C. (2023). “With maths you can have a better future”: how children of immigrant background construct their identities as mathematics learners. Scandinavian Journal of Educational Research, 1-16.

Mesutoglu, C. & Corlu, M. S. (2023). The earlySTEM Program: An Evaluation Through Teacher Perceptions. Canadian Journal of Science, Mathematics and Technology Education, 23(1), 145-160.

Månsson, A. (2023). Preservice Elementary Teachers’ Mental Computation Strategy Use in Subtraction on Two-Digit Natural Numbers. Acta Didactica Napocensia, 15(2), 111-122.

Nolan, K. & Xenofontos, C. (2023). Book Review: With whom am I speaking? A perspective on audiences. Tony Brown (2020) A contemporary theory of mathematics education research. Educational Studies in Mathematics, 113(2), 353-363.

Nolan, K. & Xenofontos, C. (2023). On Becoming a Culturally Responsive Teacher of Mathematics.  Journal of Mathematics and Culture, 17(4), 308-324.

Opsal, H. & Smestad, B. (2023). Norske læreplaner (del 2). Tangenten – tidsskrift for matematikkundervisning, 34(1), 26-30.

Pettersen, J. M. & Xenofontos, C. (2023). The construction of mathematical identities among early adolescents. Cogent Education, 10(1), 2214474.

Smestad, B. (2023). Writing a book for teachers: an introduction to history of mathematics and its connection to education. In: E. Barbin, R. Capone, M. N. Fried, M. Menghini, H. Pinto, & F. Saverio Tortoriello: History and Epistemology in Mathematics Education – Proceedings of the 9th European Summer University (p. 216-227), University of Salerno.

Xenofontos, C., Alkan, S. H. & Andrews, P. (2023). Estimation in the Primary Mathematics Curricula of Cyprus, Greece and Turkey: A Privileged or Prevented Competence? Athens Journal of Education (AJE), 10(1), 117-138.

Xenofontos, C. & Andrews, P. (2023). The experiential construction of mathematics teacher identity and the impact of early mathematical failure [Original Research]. Frontiers in Education, 8.

Xenofontos, C. & Smestad, B. (2023): Sosial rettferdighet. Tangenten – tidsskrift for matematikkundervisning, 34(2), 21-26.

Tverrfaglighet og liknende

Brevik, L. M., Gudmundsdottir, G. B., Barreng, R. L. S., Dodou, K. (…), Stovner, R. B., & Lunde, M. L. S. (2023). Å mestre livet i 8. klasse. Perspektiver på livsmestring i klasserommet i sju fag. Rapport 2 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo

Oterhals, G., Bachmann, K. E., Bjerke, A. H.,& Vorland Pedersen, A.: Født seint på året? Da er det klart mer sannsynlig at du velger yrkesfag.

Smestad, B., Hatlevik, O. E., Johannesen, M. & Øgrim, L. (2023). Examining dimensions of teachers’ digital competence: A systematic review pre- and during COVID-19. Heliyon, 9(6), e16677.

CERME-foredrag (ikke publisert enda)

Bolstad/Smestad: Diversity dimensions in Norwegian mathematics textbooks.

Fadum/Tellefsen: Norwegian mathematics teachers’ beliefs about collaborative learning via computer programming

Jaff/Mørch: A view on in-service teachers’ understanding of Simpson’s paradox

Mathisen/Sundtjønn/Forssell: BlueBots and irrational numbers. Contingency moments in teaching mathematics and computational thinking in teacher education

Opsal/Smestad: Euclid must go! Norwegian compulsory school exams 1962-1979.

Rodal/Storeli: What can an algebra bridge between number sense and equal sign in early childhood look like?

Sundtjønn/Kjensli: Teacher educators’ feedback in a mathematics course for practicing teachers

Yabas/Ceyhan/Doganca-Kucuk/Corlu: Mathematics in STEM Education: How Teachers Integrate Mathematics into their STEM Lesson Plans.


Smestad, B. (2023): Rettferdighet og matematikk. Tangenten – tidsskrift for matematikkundervisning, 34(2), 1.

Smestad, B. (2023): Den gode oppgaven. Tangenten – tidsskrift for matematikkundervisning, 34(1), 1.


Task design-folk på CERME

CERME-konferansen arrangeres i år i Budapest, og som vanlig er det rik deltakelse fra det norske matematikkdidaktiske miljøet, og Task design-gruppa er ikke noe unntak. Vi finpusser i disse dager de endelige innsendingene av bidrag, og supplerer denne lista etter hvert som bidragene blir klare.

Norwegian mathematics teachers’ beliefs about collaborative learning via computer programming

Aleksandra Hara Fadum and Helga Kufaas Tellefsen

In the fall of 2020, programming became a required part of mathematics in Norway. In this paper, we want to elicit and better understand beliefs teachers might have about collaborative learning via programming in secondary mathematics. Qualitative coding methods (Saldaña, 2015) were used to analyze the teachers´ written reflections. Results indicated that Norwegian teachers for grades 5 – 10 (ages 9 – 16) may have beliefs about collaborative learning and computer programming in school mathematics that are in line with ideas stated in the Norwegian mathematics curriculum about active student participation in learning and using programming as a tool for developing mathematical understanding.

A view on in-service teachers’ understanding of Simpson’s paradox

Raz Jaff and Hans Wilhelm Mørch

This study investigated the understanding of a statistical paradox, namely Simpson’s paradox, among 18 in-service teachers in a mathematics teacher development program in Norway. The study employed a thematic analysis approach and identified four themes among the participants: critical understanding, consistent non-critical understanding, limited understanding, and idiosyncratic understanding. The in-service teachers tend to have difficulties in recognizing and explaining Simpson’s paradox.

Euclid must go! Norwegian compulsory school exams 1962-1979

Hilde Opsal and Bjørn Smestad (both Volda University College)

One important idea of the international reform movement New Math was a reform of geometry teaching. The traditional Euclidean geometry should be replaced by a more algebraic geometry. While New Math has been a popular subject of research, there is still much that is unknown about the actual implementations in different countries. In Norway, the curricula for compulsory school were highly influenced by New Math for a few years in the early 1970s, but the influence on exams have not been researched. This paper is based on an analysis of geometry tasks in selected Norwegian national exams in grade 9 (age 16) in the period 1962-1979. Our analyses reveal that Norwegian exams were surprisingly stable throughout this period, with a few exceptions. As exams have an important role in signaling to teachers what is considered important, our results suggest that a change in geometry teaching was never a priority in the reform efforts in Norway.

Diversity dimensions in Norwegian mathematics textbooks

Oda Heidi Bolstad and Bjørn Smestad (both Volda University College)

Textbooks are frequently used in mathematics education around the world. They are important means by which children develop perceptions of themselves and of the world, and hence can serve as identity
resources by reflecting students’ backgrounds and contribute to shaping students’ foregrounds. In this paper, we report on a quantitative study of how diversity dimensions are treated in current Norwegian mathematics textbooks. We find that “males” and “females” are equally represented and there are many instances of “non-Norwegian” names and looks. On the other hand, diversity in terms of sexuality, religion, and functionality, is limited. This serves a reminder that there is a long way to go even before numerical equality of representation is achieved.