(all litteratur digital tilgjengelig via nettverk og maskiner p? Blindern)
I tillegg til litteraturen nedenfor skal alle studentene legge opp et selvvalgt pensum p? 70 – 100 sider. Selvvalgt pensum skal godkjennes av foreleser.
Ayalon, H., & Livneh, I. (2013). Educational standardization and gender differences in mathematics achievement: A comparative study. Social Science Research, 42(2), 432-445.
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.
Crisan, C., Lerman, S., & Winbourne, P. (2007). Mathematics and ICT: a framework for conceptualising secondary school mathematics teachers’ classroom practices. Technology, Pedagogy and Education, 16(1), 21-39.
Fyhn, A. B (2014). Sami Culture and Values - A Study of the National Mathematics Exam for the Compulsory School in Norway, Interchange. A Quarterly Review of Education, 44(3), 349-367.
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. Urban Educatio, .s. 1 – 25.
Kirsch, A. (2014). The fundamental theorem of calculus: visually? ZDM Mathematics Education, 46(4), 691-695. doi: https://doi.org/10.1007/s11858-014-0608-9
Mellin-Olsen, S. (1981) Instrumentalism as an Educational Concept. Educational Studies in Mathematics, 12(3), s. 351 – 367.
Moschovich, J., & Nelson-Barber, S. (2009). What Mathematics Teachers Need to Know about Culture and Language. I B. Greer, S. Mukhopadhyay, A. B. Powell, & S. Nelson-Barber, Culturally Responsive Mathematics Education (s. 111-137). New York: Routledge.
Mosvold, R. & Fauskanger, J (2015). Kartlegging av l?reres kunnskap er ikke enkelt. Acta Didactica Norge, 9(1). (16 sider) DOI: http://dx.doi.org/10.5617/adno.1395
Rousseau, C. & Tate, W. F. (2003) No Time Like the Present: Reflecting on Equity in School Mathematics, Theory Into Practice, 42(3), 210 - 216.
Schoenfeld, A.H. (2018). Video analyses for research and professional development: the teaching for robust understanding (TRU) framework. ZDM Mathematics Education. (16 pages)
Skovmose, O. (1994). Towards a Critical Mathematics Education. Educational Studies in Mathematics, 27(1 ), 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.
Suurtamm, C., Thompson, D.R. Kim, R.Y., et al., (2016). Assessment in mathematics educaiton. Doordrecht: Springer
Thompson, A.G. (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105-127.