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).
Matematikkdidaktikk
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). https://doi.org/10.1177/02646196231175327
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. https://doi.org/10.3389/feduc.2023.1129206
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. https://doi.org/10.1080/13540602.2023.2219982
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. https://doi.org/10.7771/2157-9288.1358
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. https://doi.org/10.3389/fpsyg.2023.1116386
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. https://doi.org/10.1080/00313831.2023.2204108
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. https://doi.org/10.1007/s42330-023-00264-3
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. https://doi.org/10.1007/s10649-023-10214-3
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. https://doi.org/10.1080/2331186X.2023.2214474
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. https://doi.org/10.3389/feduc.2023.1158973
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. Forskning.no
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. https://doi.org/https://doi.org/10.1016/j.heliyon.2023.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.
Ledere
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.