Browsing Vitenskapelige publikasjoner (HF-IGIS) by Author "Bjuland, Raymond"
Now showing items 1-14 of 14
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An Activity Theory View on Learning Studies
Mosvold, Reidar; Bjuland, Raymond (Journal article; Peer reviewed, 2011-11)Learning study has been used by many to develop exemplary teaching in school, and this approach has recently been adopted for use in kindergarten as well. When using such approaches in different settings than they were ... -
Exploring opportunities to learn mathematics in practice-based teacher education : a Norwegian case study
Hovtun, Gaute; Mosvold, Reidar; Bjuland, Raymond; Fauskanger, Janne; Gjære, Åsmund Lillevik; Jakobsen, Arne; Kristensen, Morten Søyland (Chapter, 2021)This study critically examines the opportunities a group of prospective teachers—participating in learning cycles of enactment and investigation as part of their teacher education—has for developing their mathematical ... -
Good mathematics teaching as constructed in Norwegian teachers’ discourses
Fauskanger, Janne; Mosvold, Reidar; Valenta, Anita; Bjuland, Raymond (Chapter, 2018)This paper explores the notion of good mathematics teaching as constructed in the discourses of practicing Norwegian mathematics teachers. Analyses of data from group interviews show that the teachers tend to conceptualize ... -
Learning professional noticing by co-planning mathematics instruction
Fauskanger, Janne; Bjuland, Raymond (Chapter, 2021)At the core of ambitious mathematics teaching involves using knowledge of students’ mathematical thinking when facilitating and leading mathematical discussions. A teacher’s ability to productively use this knowledge depends ... -
Learning to notice learners mathematical thinking while co-enacting instruction
Fauskanger, Janne; Bjuland, Raymond (Chapter, 2021) -
Lesson study in teacher education: Learning from a challenging case
Bjuland, Raymond; Mosvold, Reidar (Journal article; Peer reviewed, 2015)Whereas most studies of lesson study in teacher education seem to report on success stories, this article investigates a negative case. From an implementation of lesson study in Norwegian teacher education, we analyse data ... -
Lesson Study og lærerstudenters fokus på elevers læring i veiledningssamtaler
Bjuland, Raymond; Helgevold, Nina; Munthe, Elaine (Journal article; Peer reviewed, 2015)Søkelyset settes her på norsk grunnskolelærerutdanning og på veilednings-samtaler i praksisopplæring hvor Lesson Study ble innført som arbeidsmetode. Veiledningssamtaler i matematikk og naturfag analyseres ut fra et teoretisk ... -
Lærerstudenters refleksjoner om utvikling av læringsfellesskap
Mosvold, Reidar; Bjuland, Raymond (Journal article; Peer reviewed, 2014-11)Denne artikkelen fokuserer på ei gruppe lærerstudenters refleksjoner etter en praksisopplæringsperiode. To sekvenser fra dialogen i et gruppeintervju blir analysert ved hjelp av et teoretisk rammeverk for utvikling ... -
Lærerstudenters utvikling av matematikklæreridentitet
Mosvold, Reidar; Bjuland, Raymond (Journal article; Peer reviewed, 2015)I løpet av fire års utdanning skal grunnskolelærerstudenter utvikle seg til å bli lærere. Dette handler ikke bare om å tilegne seg kunnskap; det handler om å utvikle yrkesidentitet. Lærerstudenters identitetsutvikling blir ... -
Opportunities to learn professional noticing while co-planning, rehearsing, co-enacting and reflecting on mathematics instruction
Fauskanger, Janne; Bjuland, Raymond (Chapter, 2022)The study explores teachers’ opportunities to learn professional noticing while co-planning, rehearsing, co-enacting and reflecting on mathematics instruction in learning cycles of enactment and investigation. Fourteen ... -
Realization of the mathematical signifier 25 × 12
Gautam, Ramesh; Bjuland, Raymond (Peer reviewed; Journal article, 2021)This paper identifies how a mathematical signifier “25 × 12” is realized through the practice of multiple solution strategies when teaching multiplication. This case study is conducted in a fifthgrade classroom where the ... -
Students’ reasoned dialogs during problem solving in a Norwegian thinking classroom.
Valbekmo, Ingunn; Bjuland, Raymond (Peer reviewed; Journal article, 2023)This study explores students’ collective mathematical problem-solving processes. Grade-seven Norwegian students were observed during regular problem-solving sessions to discover how reasoned dialogs might develop in a ... -
The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning
Bjuland, Raymond (Journal article; Peer reviewed, 2012-09)This paper focuses on the semiotic resources used by an experienced sixth-grade teacher when her pupils are working on a mathematical task involving written text and the two inscriptions of figure and diagram. ... -
Using the commognitive theory to explore opportunities for teacher learning in Lesson Study
Tyskerud, Anita; Mosvold, Reidar; Bjuland, Raymond (Peer reviewed; Journal article, 2023)The study reported in this paper applies the commognitive theory as a lens to study teacher learning in lesson study to better understand how and why teachers learn from lesson study. Video recordings were made from ...