(Updated on 26 January 2021)

Abboud, M., Coles, A., Chesnais, A., Horoks, J., Jaworski, B., Mangiante-Orsola, C., Perrin-Glorian, M. J., Strømskag, H., Robert, A., & Rogalski, J. (2020). Quand des didacticiens de mathématiques français discutent des théories avec des chercheurs britanniques et européens. In J. Pilet & C. Vendeira (Eds.), Actes du séminaire national de didactique des mathématiques. Anneé 2019 (pp. 6–21). Paris, France: L’Association pour la recherche en didactique des mathématiques.

Dahl, H. (2020). Tegning som verktøy for å utforske multiplikative situasjoner. In V. Nilssen & S.-M. Høynes (Eds.), Samtaleorientert matematikk: Et samspill mellom didaktiske og adidaktiske situasjoner (pp. 193–221). Bergen, Norway: Fagbokforlaget. 

Dahl, H., Klemp, T., & Nilssen, V. (2020). Språklige ressurser, en forutsetning for produktivt elevsamarbeid. In V. Nilssen & S.-M. Høynes (Eds.), Samtaleorientert matematikk: Et samspill mellom didaktiske og adidaktiske situasjoner (pp. 161–191). Bergen, Norway: Fagbokforlaget. 

Høynes, S.-M., & Nilssen, V. (2020). Bruk av elevarbeid i helklassesamtalen. In V. Nilssen & S.-M. Høynes (Eds.), Samtaleorientert matematikk: Et samspill mellom didaktiske og adidaktiske situasjoner (pp. 253–287). Bergen, Norway: Fagbokforlaget. 

Klemp, T. (2020). «Okei?» – Læreren som responderende guide i elevenes tankeutvikling. In V. Nilssen & S.-M. Høynes (Eds.), Samtaleorientert matematikk: Et samspill mellom didaktiske og adidaktiske situasjoner (pp. 223–251). Bergen, Norway: Fagbokforlaget. 

Rønning, F. (2020). Opportunities for language enhancement in a learning environment designed on the basis of the theory of didactical situations. ZDM Mathematics Education.

Rønning, F., & Burheim, O. T. (2020). Betydningen av en faglig og fagdidaktisk føranalyse i utviklingen av et undervisningsforløp: Multiplikative strukturer som eksempel. In V. Nilssen & S.-M. Høynes (Eds.), Samtaleorientert matematikk: Et samspill mellom didaktiske og adidaktiske situasjoner (pp. 121–158). Bergen, Norway: Fagbokforlaget.

Strømskag, H. (2020). Teorien for didaktiske situasjoner i matematikk: Et systemisk rammeverk for å utvikle og studere matematikkundervisning. In V. Nilssen & S.-M. Høynes (Eds.), Samtaleorientert matematikk: Et samspill mellom didaktiske og adidaktiske situasjoner (pp. 25–80). Bergen, Norway: Fagbokforlaget.

Strømskag, H. (2020). Didaktisk ingeniørvirksomhet i matematikk: Multiplikasjon som modell for situasjoner på 3. trinn. In V. Nilssen & S.-M. Høynes (Eds.), Samtaleorientert matematikk: Et samspill mellom didaktiske og adidaktiske situasjoner (pp. 81–119). Bergen, Norway: Fagbokforlaget.

Høynes, S. M., Klemp, T. & Nilssen, V. (2019). Matematikksamtaler – video som redskap i etterveiledninga. Norsk pedagogisk tidsskrift, 103(4), 215–226.

Klemp, T. (2019). Early mathematics – Teacher communication supporting the pupil’s agency. Education 3-13, 48(7), 833–846.

Nilssen, V. & Klemp, T. (2019). Encouraging working and communicating like mathematicians: An illustrative case on dialogic teaching. In M. B. Postholm & K. Foshaug Vennebo (Eds.), Applying cultural historical activity theory in educational settings (s. 73–90). London: Routledge.

Rønning, F., & Strømskag, H. (2019). Sense and reference of signifiers for elements of polygons.  In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 1762–1769). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Dahl, H., Klemp, T., & Nilssen, V. (2018). Collaborative tool-mediated talk – an example from third graders. In E. Norén, H. Palmér, & A. Cooke (Eds.), Proceedings of NORMA 17, Eighth Nordic Conference on Mathematics Education (pp. 31–40). Gothenburg, Sweden: Svensk förening för matematikkdidaktisk forskning.

Høynes, S.M., Klemp, T., & Nilssen, V. (2018). Mentoring prospective mathematics teachers as conductors of whole class dialogues – Using video as a tool. Teaching and Teacher Education, 77, 287–298.

Høynes, S.-M., Klemp, T., & Nilssen, V. (2018). Pre-service mathematics teachers’ whole-class dialogs during field practice. In E. Bergqvist, M. Österholm, C. Granberg, C., & L.  Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 123–130). Umeå, Sweden: PME.

Mangiante-Orsola, C., Perrin-Glorian, M.-J., & Strømskag, H. (2018). Theory of didactical situations as a tool to understand and develop mathematics teaching practices. Annales de Didactique et de Sciences Cognitives. Vol. Spécial English-French, 145–174.

Sangolt, A. R. (2018). «Det er ikke de spissene der som er kanter […] det er de lange» [Master’s thesis, Norwegian University of Science and Technology].

Burheim, O. T., Nilssen, V. L., & Rønning, F. (2017). Fra å kjenne igjen til å beskrive egenskaper – Om kanter og hjørner. Bedre Skole, 3, 64-69.

Dahl, H., Klemp, T., & Nilssen, V. (2017). Collaborative talk in mathematics – contrasting examples from third graders. Education 3-13, 46(5), 599–611.

Rønning, F., & Strømskag, H. (2017). Entering the mathematical register through evolution of the material milieu for classification of polygons. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (pp 1348–1355). Dublin, Ireland: DCU Institute of Education & ERME.

Strømskag, H., & Jaworski, B. (2017). Modelling situations involving equal-sized groups. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 272). Singapore: PME.

2019

Konferanser

• Frode Rønning & Heidi Strømskag: Sense and reference of signifiers for elements of polygons. Eleventh Congress of the European Society for Research in Mathematics Education (CERME 11).
• Heidi Dahl: “He’s so fast at drawing” – Children’s use of drawings as a tool to solve word problems in multiplication and division. Eleventh Congress of the European Society for Research in Mathematics Education (CERME 11).
• Symposium med tittel: The Naming of Classroom Phenomena - International Perspectives on Teachers’ Professional Vocabulary
  • Siri-Malén Høynes: Professional vocabulary used in mentoring conversations with preservice mathematics teachers. EARLI 2019.
• Torunn Klemp: Teacher communication in the mathematics classroom in early years. European Conference on Educational Research (ECER 2019).

Seminar

• Christine Mangiante-Orsola, Marie-Jeanne Perrin-Glorian & Heidi Strømskag: La théorie des situations didactiques comme outil pour comprendre et développer les pratiques professionnelles des enseignants en mathématiques. Séminaire de didactique des mathématiques de l'ARDM. Université Paris-Diderot.

2018

Konferanser

• Siri-Malén Høynes, Torunn Klemp & Vivi Nilssen: The Contribution of Video as a Tool in Mentoring – Student Teachers’ Experiences. American Educational Research Association Annual Meeting (AERA 2018).
• Siri-Malén Høynes, Torunn Klemp & Vivi Nilssen: Pre-service mathematics teachers’ whole class dialogs during field practice. Conference of the International Group for the Psychology of Mathematics Education (PME42).
• Heidi Strømskag: Didactical design for the mathematics classroom.
• Vivi Nilssen: Orchestrating whole class dialogues - a case study of a teacher of second graders.
• Heidi Dahl, Karoline Dragvoll, Torunn Klemp & Vivi Nilssen: Collaboration in mathematics - What stimulates and what impedes mathematical progress?
• Torunn Klemp: "Okey?" - Teacher communication in mathematics supporting young pupils' agency.
• Pernille Friis, Heidi Dahl & Siri-Malén Høynes: Second grade pupils' understanding of "one half".
• Siri-Malén Høynes, Torunn Klemp & Vivi Nilssen: Using video-based mentoring to target the problem of representation in whole class discussions.
• Heidi Dahl: Barns bruk av tegninger i tekstoppgaver innen multiplikasjon/divisjon.
• Oda Tingstad Burheim og Frode Rønning: Aspekter ved multiplikative strukturer.

Seminar

• Frode Rønning: Multiplikative Strukturen und die Sprachentwicklung von Grundschulkindern. TU Dortmund.
• Heidi Strømskag: Tensions between the mathematical knowledge at stake and situational models used to illustrate the knowledge: A case on multiplication. Universitat de Barcelona.

2017

Konferanser

• Frode Rønning & Heidi Strømskag: Entering the mathematical register through evolution of the material milieu for classification of polygons. Congress of the European Society for Research in Mathematics Education (CERME 10).
• Vivi Nilssen, Torunn Klemp & Siri-Malén Høynes: Video som medierende redskap i veiledning. Veilederkonferansen 2017.
• Symposium med tittel Perspectives on Young Children’s Learning of Mathematics.
  • Frode Rønning: Interpreting combinatorial problems as multiplicative structures. Nordic Conference on Mathematics Education (NORMA 17).
  • Heidi Dahl, Torunn Klemp & Vivi Nilssen: Collaborative tool-mediated talk – an example from third graders. Nordic Conference on Mathematics Education (NORMA 17).
• Heidi Strømskag & Barbara Jaworski: Modelling situations involving equal-sized groups. Conference of the International Group for the Psychology of Mathematics Education (PME41).
• Oda Tingstad Burheim & Frode Rønning: Elevers beskrivelse og løsning av kombinatoriske problemer. Novemberkonferansen 2017.
• Christine Mangiante-Orsola, Marie-Jeanne Perrin-Glorian & Heidi Strømskag: Theory of didactical situations as a tool to understand and develop mathematics teachers’ practices. Frengly 3, Université Paris-Diderot.

2016

Konferanser

• Siri-Malén Høynes, Torunn Klemp & Vivi Nilssen: Bruk av video i praksisopplæring i matematikk. Den 14. nordiske lærerutdanningskonferansen.
• Siri-Malén Høynes, Torunn Klemp & Vivi Nilssen: Improving student teaching through use of video recordings as a tool in post lesson conversations. Bringing Teacher Education Forward.
• Christine Mangiante-Orsola, Marie-Jeanne Perrin & Heidi Strømskag: TDS-theme: Using TDS to understand and develop mathematics teaching in primary classrooms in France and Norway. Frengly 2, Université Paris-Diderot.
• Heidi Strømskag: A narrative account of collaboration between teachers and researchers in LaUDiM. ICME 13.
• Oda Tingstad Burheim: Å la elever på småtrinnet arbeide som matematikere. Hva er en firkant? – bruk av språk for å fremme begrepsutvikling i geometri. Sommerkurs - LAMIS (Landslaget for matematikk i skolen).
• Torunn Klemp, Vivi Nilssen & Siri-Malén Høynes: Video as a Tool in Prospective Mathematics Teachers’ Professional development. European Conference on Educational Research (ECER 2016).
• Siri-Malén Høynes, Pernille Friis & Heidi Dahl: A classroom study of young pupils’ work with mixed numbers. European Conference on Educational Research (ECER 2016).
• Vivi Nilssen & Siri-Malén Høynes: Lærerstudenters matematiske samtaler med elever – om bruk av video i praksisopplæringa. Utdanningskonferansen 2016.
• Oda Tingstad Burheim & Frode Rønning: Hvordan utvikle språk om multiplikasjon og divisjon på småskoletrinnet? Novemberkonferansen 2016.

Seminar

• Torunn Klemp: Partnerskap mellom universitet og skole med fokus på matematikkundervisning. 
• Siri-Malén Høynes & Vivi Nilssen: Preliminary findings from LaUDiM. Seminar in honour of Geir Harald Botten's 70th birthday.
• Heidi Strømskag: Designing mathematical tasks in LaUDiM - aiming at pupils’ use of particular pieces of mathematical knowledge. Seminar in honour of Geir Harald Botten's 70th birthday.