Blar i LUI - Institutt for grunnskole- og faglærerutdanning på dokumenttype "Conference object"

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    • Adapting Interaction Analysis to CSCL: a systematic review 

      Steier, Rolf; Davidsen, Jacob (Conference object, 2021-06)
      Interaction Analysis (IA) (Jordan & Henderson, 1995) is a fundamental reference in the learning sciences, and a core method within the International Journal of Computer Supported Collaborative Learning. Surprisingly, despite ...

    • Den multikulturelle skolens møte med nasjonal ikonhistorie: Det norske oljeeventyret i et flerkulturelt klasserom 

      Paaske, Nanna (Conference object, 2017)
      Denne studien søker å undersøke det identitetsdannende potensialet i historiebøkenes formidling av norsk oljehistorie. Lærebokanalyse er valgt fordi vi vet lærebøkene er den viktigste kilden i historieundervisning i norsk ...

    • Dilemmas of streaming in the new curricula in Norway 

      Braathe, Hans Jørgen (Proceedings of the Sixth International Mathematics Education and Society Conference;, Conference object, 2010-03)
      The paper describes aspects and dilemmas concerning streaming of students according to ability in an ongoing developmental project in a small town in Norway. The project is part of a governmental effort to implement the ...

    • “Do you see what we see?” – Perspective-taking across realities 

      Paulsen, Lucas; Davidsen, Jacob; Steier, Rolf (ISLS Annual Meeting;Proceedings of the 15th International Conference on Computer - Supported Collaborative Learning - CSCL 2022, Conference object, 2022)
      Immersive virtual reality (IVR) is slowly emerging as a collaborative technology in CSCL. This form of technology mediation challenges the typical distribution of available resources known from face-to-face interactions. ...

    • Exams in calculations/mathematics in Norway 1946–2017 – content and form 

      Smestad, Bjørn; Fossum, Aina (Proceedings of the European Society for Research in Mathematics Education;CERME 11, Conference object, 2019)
      Mathematics has been a constant part of Norwegian primary schooling. This impression of constancy is misleading, however. In the period from 1946 to 2017, the subject ‘regning’ (calculations) had its name changed to ...

    • Exploring the statistical practices in classroom: STEM teachers’ experiences using dynamic data analysis technology 

      Yabas, Defne; Örene, Batın; Corlu, M. Sencer (CERME Proceedings Series;Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education, Conference object, 2022)
      In the 21st century, schools have been increasingly expected to raise students prepared for a world of quantities and uncertainty. As statistical practices become an important skill for every individual, researchers and ...

    • The incident of the quadratic equations: Recognising exclusion 

      Foyn, Trine; Solomon, Yvette (Conference object, 2021)
      In this paper we explore the hidden nature of girls’ exclusion from mathematics in a Norwegian lower secondary school. Drawing on ethnographic data from a three-year longitudinal study, we focus on a particular incident ...

    • Integrating Human-Centered Artificial Intelligence in Programming Practices to Reduce Teachers’ Workload 

      Andersen, Renate; Gjølstad, Eli; Mørch, Anders (CEUR Workshop Proceedings;Proceedings of CoPDA2022 - Sixth International Workshop on Cultures of Participation in the Digital Age: AI for Humans or Humans for AI?, Conference object, 2022)
      Abstract 1 Artificial intelligence (AI) has impacted every industry, including the education sector. In this position paper, we explore how human-centered AI (HCAI) can be integrated in programming activities in school ...

    • The mathematics teacher educator as broker: boundary learning. 

      Eriksen, Elisabeta Iuliana; Solomon, Yvette (CERME Proceedings Series;Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education, Conference object, 2022)
      We analyse how two co-teaching mathematics teacher educators (MTEs) describe and justify the enactment of their theory of change in a course for practicing teachers. Applying concepts from Communities of Practice, we ...

    • Norwegian primary teacher education: Prospective teachers' responses to short written feedback 

      Kjensli, Grethe; Nordby, Siri Krogh; Sundtjønn, Trude Pedersen (CERME Proceedings Series;, Conference object, 2022)
      This paper reports on a project in a mathematics course for prospective teachers, where the teacher educator modelled feedback based on formative assessment principles. We analyse and discuss the prospective teachers’ ...

    • Perspectives on teachers' professional digital competence 

      Johannesen, Monica; Øgrim, Leikny; Hatlevik, Ove Edvard (ICERI2019 Proceedings;12th annual International Conference of Education, Research and Innovation Seville, Spain. 11-13 November, 2019, Conference object, 2019)
      This ongoing research aims at gaining increased knowledge on how to investigate the understanding and development of digital competence as a transdisciplinary learning process in teacher education. In this paper, we employ ...

    • Rebuilding the Industrial Revolution: Using Minecraft in Teacher Education in Social Studies 

      Andersen, Renate; Eie, Siv; Mørch, Anders Irving; Mifsud, Louise; Rustad, Mikkel Bertram (Proceedings (International Conference of the Learning Sciences);15th International Conference of the Learning Sciences (ICLS)i, Conference object, 2021)
      This article discusses how Minecraft: Education Edition (MEE) can be used as a teaching aid in social studies and as a digital learning resource to facilitate the development of generic and subject-specific competencies. ...

    • The story of Maia: I will try to survive! 

      Bjerke, Annette Hessen (Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education;, Conference object, 2019)
      Two major concerns in mathematics teacher education research are the role of subject matter knowledge and the development of self-efficacy in teaching mathematics (SETM) in preservice teachers (PSTs). These two bodies of ...

    • Testing the negative recency effect among teacher students trying to generate random sequences. 

      Imenes, Olav Gravir (Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education;, Conference object, 2019)
      Students of a teacher training program (N=124) were asked to generate, unaided, a binary sequence of 40 symbols appearing to be as random as possible. It was found that the average probability of alternation, P(A), was ...

    • Using Minecraft to Reconstruct and Roleplay Local History: Intersubjectivity, Temporality, and Tension 

      Mørch, Anders Irving; Eielsen, Carl Sebastian; Mifsud, Louise (Conference object, 2021-06)
      This paper presents a design-based study of pupils’ use of Minecraft in a whole-day school project in social studies involving three seventh-grade classes, student teachers and amateur historians. We used qualitative methods ...