Browsing Vitenskapelige publikasjoner (HF-IGIS) by Author "Mosvold, Reidar"

Now showing items 1-20 of 28

    • 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 ...

    • Conceptions of teaching and justice as pivotal to mathematics teacher educators’ thinking about mathematical knowledge for teaching 

      Hoover, Mark; Dahlgren, Matthew; Mosvold, Reidar; Goffney, Imani (Peer reviewed; Journal article, 2023)
      Recent scholarship has explored mathematical demands faced by mathematics teacher educators and ways to support their development, but little attention has been given to the basic question of how mathematics teacher educators ...

    • Dilemmas of teaching arithmetical notation to young learners 

      Gobede, Fraser; Mosvold, Reidar (Chapter, 2022)
      This study takes the analysis of a Malawian Grade 1 teacher’s mediation of mathematics as a starting point for discussing dilemmas that might be entailed in the teaching of arithmetical notation to young learners. Two ...

    • Entailments of questions and questioning practices in ambitious mathematics teaching 

      Mosvold, Reidar; Wæge, Kjersti (Chapter, 2022)
      The work of teaching mathematics is complex and involves numerous problems and challenges for teachers to handle. Questioning is a slice of mathematics teaching that is both common and challenging. In this paper, we use ...

    • 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 ...

    • Født sånn, eller blitt sånn? Matematikklæreres oppfatninger om evnen til å undervise 

      Fauskanger, Janne; Mosvold, Reidar; Kristensen, Morten Søyland (Journal article; Peer reviewed, 2016)
      I denne artikkelen analyserer vi matematikklæreres oppfatninger om evnen til å undervise. Innholdsanalyse av 40 erfarne læreres svar på en spørre­undersøkelse, viser at flere ser på aspekter ved evnen til å undervise som ...

    • 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 ...

    • Impediments to learning problem-solving in Malawian lower secondary mathematics textbooks 

      Masina, Felix; Mosvold, Reidar (Peer reviewed; Journal article, 2023)
      Background: In a culture where teachers follow the textbook prescriptively, Malawian students perform low in mathematics, and no students reach the problem-solving levels. Aim: To explore reasons for students’ low ...

    • Innholdsanalysens muligheter i utdanningsforskning 

      Fauskanger, Janne; Mosvold, Reidar (Journal article; Peer reviewed, 2014)
      Innholdsanalyse er en systematisk undersøkelse og fortolkning av et datamateriale (Berg & Lune 2012), og denne analysemetoden kan brukes for å studere meninger i tekstdata både kvalitativt og kvantitativt. Utgangspunktet ...

    • Introduction to the work of TWG19 : Mathematics teaching and teacher practice(s) 

      Mosvold, Reidar; Grundén, Helena; Hoover, Mark; Nic Mhuiri, Siun; Nowinska, Edyta (Chapter, 2022)
      This introduction for TWG19 offers a brief history of the group and describes past challenges the group has experienced when discussing papers-seeing papers as related and as contributing to a common effort. These challenges ...

    • Kunnskaper og oppfatninger - implikasjoner for etterutdanning 

      Fauskanger, Janne; Mosvold, Reidar (Journal article; Peer reviewed, 2008-06)
      Målet med enhver ny læreplan eller skolereform er å forbedre en nåværende praksis. Med innføringen av Kunnskapsløftet skal lærerne få et kompetanseløft. Begrunnelsen er at elevene da vil få bedre matematikkundervisning, ...

    • 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 ...

    • 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 tingliggjøring av elevers prestasjoner 

      Mosvold, Reidar (Journal article; Peer reviewed, 2015)
      Denne artikkelen handler om hvordan lærerstudenter omtaler elever, og utsagn hvor elevene og deres prestasjoner beskrives som statiske objekter, er her viet særlig oppmerksomhet. Denne prosessen omtales som tingliggjøring. ...

    • 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 ...

    • Matematikklæreres refleksjoner om egne undervisningsutfordringer 

      Maugesten, Marianne; Mosvold, Reidar; Fauskanger, Janne (Peer reviewed; Journal article, 2021-03)
      Matematikkundervisning stiller krav til matematikkfaglig og matematikkdidaktisk kunnskap. Mens mange forskere har studert kunnskapen lærere har, eller den kunn­skapen de bruker i undervisningen, retter denne studien fokuset ...

    • Mathematical knowledge for teaching in Africa 2014–2021: A review of literature 

      Mosvold, Reidar (Peer reviewed; Journal article, 2022)
      Background: A previous review of literature on mathematical knowledge for teaching in Africa indicated that most studies were small, qualitative studies that did not apply existing measures. The present literature review ...

    • Mathematics discourse in instruction : How it helps us think about research on mathematics teaching 

      Adler, Jill; Mosvold, Reidar (Chapter, 2022)
      Mathematics Discourse in Instruction (MDI) is a framework developed to describe, interpret, and support development of mathematics teaching. Since its inception, it has been successfully used as a tool for research and ...

    • Mathematics teacher educators' thinking about mutuality in teaching 

      Dahlgren, Matthew; Hoover, Mark; Mosvold, Reidar (Chapter, 2022)
      Stakeholders agree that the mathematical education of teachers needs to focus on mathematical knowledge for teaching, but the practice-based nature of this knowledge poses challenges for mathematics teacher educatorsfor ...

    • På jakt etter fagdidaktikk i nasjonale retningslinjer for grunnskolelærerutdanningens matematikkfag 

      Mosvold, Reidar; Hanssen, Brit; Fauskanger, Janne (Journal article; Peer reviewed, 2016)
      Forskriften for grunnskolelærerutdanning løfter fram fagdidaktikk som et sentralt og gjennomgående tema i utdanningen, mens mange lærerstudenter opplever at det er lite fagdidaktisk fokus i enkelte fag. En mulig forklaring ...