** - I Kompendiet, andre tekster kan man laste ned fra nettet.
I tillegg til litteraturen nedenfor skal hver student legge opp et selvvalgt pensum p? 70 – 100 sider i forbindelse med kurset. Selvvalgt pensum skal godkjennes av foreleser.
** Albaladejo, I.M.R., Garcia, M.M., & Codina, A. (2015). Developing mathematical competencies in secondary students by introducing dynamic geometry systems in classrooms. Education and Science, 40(177), 43–58.
Dickerson, D. S. & Doerr, H. M. (2014). High school mathematics teachers’ perspectives on the purposes of mathematical proof in school mathematics. Mathematics Education Research Journal. 26(4), 711–733.
Hanna, G. (2000). Proof, explanation and exploration: An overview. Educational Studies in Mathematics. 44(1), 5–23.
Hemmi, K. (2010). Three styles characterising mathematicians’ pedagogical perspectives on proof. Educational Studies in Mathematics. 75(3), 271–291.
Kilpatrick, J. (2014). History of Research in Mathematics Education. I S. Lerman (red.). Encyclopedia of Mathematics Education, (s. 267–272). Amsterdam: Springer.
Kilpatrick, J.; Swafford, J., & Findell, B. (2001) Adding it up. Helping children learn mathematics, Kap 4: The strands of mathematical proficiency. (s.115–157). National academies press. https://www.nap.edu/read/9822/chapter/6
Kilpatrick, J. (2014). Competency Frameworks in Mathematics Education. I S. Lerman (red.). Encyclopedia of Mathematics Education, (s. 85–87). Amsterdam: Springer.
**Lesh, R. A., & Zawojewski, J. (2007). Problem solving and modeling. I F. K. J. Lester (red.), Second handbook of research on mathematics teaching and learning (Bind 2, s. 763–804). Charlotte, NC: Information Age.
Liljedahl, P., & Hannula, M.S. (2016). Research on Mathematics-Related Affect: Examining the structures of affect and taking the social turn. In A. G. Gutiérrez, G.C. Leder & P. Boero (red.). The Second Handbook of Research on the Psychology of Mathematics Education : The Journey Continues, (s. 417–446). Rotterdam: Sense Publishers.
Niss, M. (1996). Goals of mathematics teaching. I A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (red.), International handbook on mathematics education (s. 11–47). Amsterdam: Springer. http://link.springer.com/chapter/10.1007%2F978-94-009-1465-0_2
Niss, M., Emannuelson, G., & Nystr?m, P. (2013). Methods for studying Mathematics teaching and learning internationally. I M.A. Clements, A. Bishop. C. Keitel, J. Kilpatrick, & F. K. S Leung (red.). Third international handbook of mathematics education, (s. 975–1008). New York: Springer.
** Nordlander, MC & Nordlander, E. (2009). Influences of students’ attitudes and beliefs on the ability of solving mathematical problems with irrelevant information. I J. Mass & W. Schl?gelmann (red.). Beliefs and attitudes in mathematics education, (s. 165–178). Rotterdam: Sense Publishers.
Schoenfeld, A. H. (1987). What's all the fuss about metacognition? I A. H. Schoenfeld (red.), Cognitive science and mathematics education, (s. 189–215). Hillsdale, NJ: Lawrence Erlbaum Associates.
Stacey, K & Wiliam, D. (2013). Technology and assessment in mathematics. I M.A. Clements, A.J. Bishop, C. Keitel, J. Kilpartick, & F. K. S. Leung (red.). Third international handbook of mathematics education, (s. 721–751). New York: Springer.