Pensum/l?ringskrav

Artigue, M., & Blomh?j, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM, 45(6), 797-810. doi:10.1007/s11858-013-0506-6.

 

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389-407.

 

Baumert, J., & Kunter, M. (2013). The COACTIV Model of Teachers’ Professional Competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project (pp. 25-48). Boston, MA: Springer US.

 

Black, P., & Wiliam, D. (2012). Developing a theory of formative assessment. In J. Gardner (Ed.), Assessment and learning. Second edition (pp. 206-229). London: Sage.

Cobb, P. (2004). Mathematics, literacies, and identity. In Reading Research Quarterly, Vol.39(3), pp.333-337.

Crisan, C., Lerman, S., & Winbourne, P. (2007). Mathematics and ICT: a framework for conceptualising secondary school mathematics teachers’ classroom practices. I Technology, Pedagogy and Education, 16(1), 21-39.

 

Gjone, G. (2006). Den matematikkdidaktiske forskningen i Norge – nordisk utvikling og internasjonal p?virkning. I M. Johnsen H?ines & Linden N. (red.) Stifinneren. Caspar forlag, Bergen. s. 17  - 32.

 

Hodge, L. L., & Cobb, P. (2016). Two Views of Culture and Their Implications for Mathematics Teaching and Learning. In Urban Education. Online first doi: 10.1177/0042085916641173, s. 1 – 25.

 

Kiemer, K., Gr?schner, A., Pehmer, A.-K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science. Learning and Instruction, 35, 94-103.

Liljedahl. P., & Osterle, S. (2014). Teacher Beliefs, Attitudes, and Self-Efficacy in Mathematics Education. I S. Lerman (red.) Encyclopedia of Mathematics Education, s 583 – 586.

Lithner, J. (2006). Students’ Mathematical Reasoning in University Textbook Exercises. I Educational Studies in Mathematics, Vol 52. side 29-55.

 

Mellin-Olsen, S. (1981).Instrumentalism as an Educational Concept. I Educational Studies in Mathematics, Vol. 12. s. 352 – 367.

Murayama, K., Pektrun, R, Lichtenfeld, & vom Hofe, R. (2013). Predicting Long-Term Growth in Students’ Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies. I Child development. Vol 84(4). S. 1475 - 1490.

 

Niss, M. (1996). Goals of mathematics teaching. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook on mathematics education (pp. 11-47). Amsterdam: Springer.


Rousseau, C. & Tate, W. F. (2003) No Time Like the Present: Reflecting on Equity in School Mathematics, Theory Into Practice, 42(3), 210 - 216. http://dx.doi.org/10.1207/s15430421tip4203_7


Skovmose, O. (1994). Towards a Critical Mathematics Education. I Educational Studies in Mathematics, Vol. 27, s. 35-57.

 

Stein, M. K., Engle, R., Smith, M., & Hughes, E. (2008). Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell. Mathematical Thinking and Learning, 10(4), 313-340. doi: 10.1080/10986060802229675

           

Wiliam, D. (2007). Keeping learning on track. In F. K. J. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1053-1098). Charlotte, NC: Information Age.

 

(Black & Wiliam (2012) og Wiliam (2007) deles ut.

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Publisert 22. mai 2017 13:57 - Sist endret 24. mai 2017 15:30