Blar i LUI - Institutt for grunnskole- og faglærerutdanning på forfatter "Rodal, Camilla"

Viser treff 1-4 av 4

    • An investigation activity as a means of including students in mathematical sensemaking 

      Fadum, Aleksandra Hara; Kleve, Bodil; Rodal, Camilla (Skrifter från SMDF;Nr. 14, Chapter; Peer reviewed; Journal article, 2021)
      We report on a classroom observation undertaken as part of a larger study of mathematics classroom practice in Norway, focusing on inclusivity. We observed a Ninth grade small-group activity in which the goal was to maximise ...

    • Prospective teachers navigating intersecting communities of practice: early school placement 

      Solomon, Yvette; Eriksen, Elisabeta; Smestad, Bjørn; Rodal, Camilla; Bjerke, Annette Hessen (Journal of Mathematics Teacher Education;;, Journal article; Peer reviewed, 2015-10-19)
      An issue of particular concern in mathematics teacher education is the relationship between theory and practice, and the nature of university–school partnerships. We report here on results from a research project answering ...

    • Theorising mathematics teaching: pre-service teachers’ perceptions before and during school placement 

      Bjerke, Annette Hessen; Eriksen, Elisabeta; Rodal, Camilla; Smestad, Bjørn; Solomon, Yvette (Chapter; Peer reviewed, 2013)
      Pre-service teachers frequently experience a tension between their research-informed university college training and their in-school practice. In mathematics teaching, this is a particularly sharp contrast, since personal ...

    • A Tripartite Cooperation? The Challenges of School-University Collaboration in Mathematics Teacher Education in Norway 

      Bjerke, Annette Hessen; Eriksen, Elisabeta; Rodal, Camilla; Smestad, Bjørn; Solomon, Yvette (Proceedings of the International Groups for the Psychology of Mathematics Education;(2), Journal article; Peer reviewed, 2013-07-07)
      One goal of Norway’s new primary teacher education programme of 2010 was improved school placement: the relationship between the teacher education institution, practice schools and pre-service teachers was to be formalized ...