Universitetet i Agder

Publications

2022

Andersen, R., Juellund, J., Mifsud, L., FrÜgÜt, T., Tafdrup, O., Schrõder, V., Middelboe Rehder, M., Mõller, T. E., Lavonen, J., Sundtjõnn, T. P., Aalbergsjõ, S. G., Ebbesen, K., & Pajchel, K. (2022). Computational thinking as a part of Danish, Finnish and Norwegian Curricula [Academic lecture]. NERA 2022 Conference, Reykjavik, Iceland. https://app.cristin.no/results/show.jsf?id=2046515

Bertolini, M., Cangemi, E., Allern, T.-H., Folkestad, S., Rõsseland, M., & Hinna, K. R. C. (2022). TIM lærerveiledning [Compendium]. Høgskolen på Vestlandet. https://app.cristin.no/results/show.jsf?id=1994248

Bertolini, M., Cangemi, E., Allern, T.-H., Folkestad, S., Rõsseland, M., Hinna, K. R. C., & Rubino, V. (2022). TIM (Theatre in mathematics) Methodology document [Report in press]. SCT Centre COREP. https://app.cristin.no/results/show.jsf?id=1994245

Breive, S. (2022). Abstraction and embodiment: exploring the process of grasping a general. Educational Studies in Mathematics, 110, 313-329. https://doi.org/10.1007/s10649-021-10137-x

Breive, S., Eik, L. T., & Sanne, L. (Eds.). (2022). Lekende lëring og lërende lek i begynneropplëringen. Fagbokforlaget.

Breive, S., Eik, L. T., Sanne, L., & Skalstad, I. (2022). Rom for lek. In S. Breive, L. T. Eik, & L. Sanne (Eds.), Lekende læring og lærende lek i begynneropplæringen (pp. 195-234). Fagbokforlaget.

Brodahl, C., Aarek, I., & Ask, A. M. S. (2022). Teacher Educators’ Expectations and Experiences about attending international Seminars and Conferences: before, during and after Covid-19 – an explorative Study. ISfTE Annual Conference. Florianópolis, Brasil. https://app.cristin.no/results/show.jsf?id=2043983

Carlsen, M. (2022). Matematisk oppmerksomhet i barnehagen. NCUMs Årskonferanse. https://app.cristin.no/results/show.jsf?id=2082470

Carlsen, M. (2022). Tenk på et tall. Forskerkonferanse for 10-åringer, Universitetet i Agder. https://app.cristin.no/results/show.jsf?id=2082473

Ebbesen, S. Ø., Lorange, C. A., & Carlsen, M. (2022). Skal du bli mattelærer og strever med matematikken? Nå er det hjelp å få. [Intervju]. Forskning.no. https://forskning.no/matematikk-nla-hogskolen-partner/skal-du-bli-mattelaerer-og-strever-med-matematikken-na-er-det-hjelp-a-fa/2032225

Eriksen, S., & Vos, P. (2022). Kjerneelementer og eksempeloppgaver. Tangenten - Tidsskrift for matematikkundervisning, 33(3), 45-51. https://www.tangenten.no/wp-content/uploads/2022/09/tangenten-3-2022-Eriksen-Vos.pdf

Hadjerrouit, S., & Hansen, N. K. (2022). Undergraduate Mathematics Students Engaging in Problem-Solving Through Computational Thinking and Programming: A Case Study. In Undergraduate Mathematics Students Engaging in Problem-Solving Through Computational Thinking and Programming: A Case Study (pp. 197-214). Springer Nature. https://hdl.handle.net/11250/3022860

Hadjerrouit, S., & Nnagbo, C. I. (2022). Affordances and constraints of the e-assessment system Numbas: A case study in mathematics teacher education. In Affordances and constraints of the e-assessment system Numbas: A case study in mathematics teacher education (pp. 201-208). IADIS Press. https://link.springer.com/chapter/10.1007/978-3-030-90944-4_11

Hadjerrouit, S., & Nnagbo, C. I. (2022). Formative Feedback in Mathematics Teacher Education: An Activity and Affordance Theory Perspective. In Formative Feedback in Mathematics Teacher Education: An Activity and Affordance Theory Perspective (pp. 417-424). Proceedings of the 14th International Conference on Computer Supported Education (CSEDU 2022), Volume 2, 22-24 April 2022. SciTePress. https://doi.org/10.5220/0010937800003182

Jensen, C. B., & Rõnning, F. (2022). Kompetansekonstruksjoner i matematikk og programfag [Doctoral dissertations, Universitetet i Agder]. https://hdl.handle.net/11250/3030104

Kinnear, G., Jones, I., Sangwin, C., Alarfaj, M., Davies, B., Fearn, S., Foster, C., Heck, A., Henderson, K., Hunt, T., Iannone, P., Kontorovich, I., Larson, N., Lowe, T., Meyer, J. C., Shea, A., Rowlett, P., Sikurajapathi, I., & Wong, T. (2022). A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-022-00189-6

Kjensli, G., Nordby, S. K., & Sundtjõnn, T. (2022). Norwegian primary teacher education: Prospective teachers; responses to short written feedback. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Bolzano [Academic lecture]. https://app.cristin.no/results/show.jsf?id=2062885

Larson, N. (2022). Konsten att summera, argumentera och simulera. Matematikbiennalen 2022. Växjö. [Lecture]. https://app.cristin.no/results/show.jsf?id=2039467

Larson, N. (2022). Norwegian and Swedish student teachers; explanations of the solution of a linear equation: A qualitative approach. RME12 - The 12th Congress of the European Society for Research in Mathematics Education, Bozen. [Poster]. https://app.cristin.no/results/show.jsf?id=2039465

Larson, N. (2022). STACK-tests in Mathematics 1. Øresundsdagen 3, Lund Sverige. [Lecture]. https://app.cristin.no/results/show.jsf?id=2078669

Larson, N. (2022). Use of small tests to enhance students performance. International Meeting of the STACK Community 2022, Loeben. [Lecture]. https://app.cristin.no/results/show.jsf?id=2039468

Larson, N., & Carlsen, M. (2022). Toppen av et toppforskningssenter. [Podcast] (Spøkelser etter avdøde størrelser; 12). Matric, Universitet i Agder. https://www.uia.no/om-uia/podcast/spoekelser-etter-avdoede-stoerrelser

Larson, N., & Fidje, A. S. (2022). PhD-student under cover. Episode 10 [Podcast] (Spøkelser etter avdøde størrelser; 10). Matric, Universitet i Agder. https://www.uia.no/om-uia/podcast/spoekelser-etter-avdoede-stoerrelser

Larson, N., Fidje, A. S., Hundeland, P. S., Hansen, M. R., Ovedal-Hakestad, S., Erfjord, I., Munthe, M., Fyhn, A. B., Wang, O. J., Siri, M.-T., & Herset, M. K. (2022). Spøkelser etter avdøde størrelser hjemsøker KLæM 22. [Podcast] (Spøkelser etter avdøde størrelser; 3). Matric, Universitet i Agder. https://www.uia.no/om-uia/podcast/spoekelser-etter-avdoede-stoerrelser

Larson, N., & Larsson, K. (2022). Student teachers explanations of linear equations evaluated by comparative judgement. MADIF 13 - The thirteenth research conference of the Swedish Society for Research, Växjö. [Academic lecture]. http://matematikdidaktik.org/wp-content/uploads/2022/03/madif13_SP_011_larson_WEBB.pdf

Larson, N., & Martiny, A. (2022). Sommer på og under vannflaten. [Podcast] (Spøkelser etter avdøde størrelser; 17). Matric, Universitet i Agder. . https://www.uia.no/om-uia/podcast/spoekelser-etter-avdoede-stoerrelser

Larson, N., & Martiny, A. (2022). Spiser M. Carlsen mye ris? [Podcast] (Spøkelser etter avdøde størrelser; 11). Matric, Universitet i Agder. https://www.uia.no/om-uia/podcast/spoekelser-etter-avdoede-stoerrelser

Larson, N., & Nilsen, K. K. (2022). Yes, Master! [Podcast] (Spøkelser etter avdøde størrelser; 9). Matric, Universitet i Agder. https://www.uia.no/om-uia/podcast/spoekelser-etter-avdoede-stoerrelser

Larson, N., & Nordskog, M. (2022). Blir det mye regn i sommer? [Podcast] (Spøkelser etter avdøde størrelser; 16). Matric, Universitet i Agder. https://www.uia.no/om-uia/podcast/spoekelser-etter-avdoede-stoerrelser

Larson, N., & Nordskog, M. (2022). Juleskum etter påske. [Podcast] (Spøkelser etter avdøde størrelser; 14). Matric, Universitet i Agder. https://www.uia.no/om-uia/podcast/spoekelser-etter-avdoede-stoerrelser

Larson, N., Nordskog, M., & Daliri, M. (2022). Drop in eller drop out? [Podcast] (Spøkelser etter avdøde størrelser; 13). Matric, Universitet i Agder. https://www.uia.no/om-uia/podcast/spoekelser-etter-avdoede-stoerrelser

Larson, N., & Opheim, L. G. (2022). Ny doktor drõfter resept for skriftlig eksamen. [Podcast] (Spøkelser etter avdøde størrelser; 15). Matric, Universitet i Agder. https://www.uia.no/om-uia/podcast/spoekelser-etter-avdoede-stoerrelser

Lorange, C. A., & Carlsen, M. (2022). DragonBox Skole: muligheter og begrensninger. Tangenten - Tidsskrift for matematikkundervisning, 33(3), 39-44. https://tangenten.no/tidligere-nummer/2022-2-2/

Lorange, C. A., & Carlsen, M. (2022). Grunnskolelærerstudenters erfaring med eBok-basert undervisning i matematikk. [Academic lecture]. KLæM22, Konferanse for lærerutdannere i matematikk, Universitetet i Agder, Kristiansand. https://app.cristin.no/results/show.jsf?id=2070364

Lorange, C. A., Sjaastad, J., & Carlsen, M. (2022). Affordances and constraints of the Dragonbox School teaching material. [Academic lecture]. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. https://hal.archives-ouvertes.fr/hal-03748417/document

Lorange, C. A., Sjaastad, J., & Carlsen, M. (2022). Grunnskolelærerstudenters erfaring med eBok-basert undervisning i matematikk. UNIPED, 45(3), 219-232. https://doi.org/10.18261/uniped.45.3.6

Midttømme, K., and, E. M. N.-H., & Risinggård, V. K. (2022). Geothermal heat pumps in Norway. [Lecture]. Geothermal Energy Seminar, EEA User4GeoEnergy project. https://app.cristin.no/results/show.jsf?id=2027686

Olsson, J. E., & Bolstad, O. H. (2022). Demokrati og medborgarskap i mateamtikkndervisninga - integrering av eit tverrfagleg tema. [Vitenskapelig foredrag]. jordkonferansen 2022, NTNU, Ålesund, . https://app.cristin.no/results/show.jsf?id=2052161

Opheim, L. G. (2022). Assessments in high school. [Faglig foredrag]. MatRIC Annual Conference 2022, Kristiansand 1. juni 2022. https://app.cristin.no/results/show.jsf?id=2069832

Opheim, L. G. (2022). Lær barna å bli glad i matteleksene. [Lecture]. Kurs for foreldre i regi av Tekna, Stavanger September 1, 2022. https://app.cristin.no/results/show.jsf?id=2069838

Opheim, L. G. (2022). Lær barna å bli glad i matteleksene. [Lecture]. Kurs for foreldre i regi av Tekna, Bergen, August 30, 2022. https://app.cristin.no/results/show.jsf?id=2069837

Opheim, L. G. (2022). Lær barna å bli glad i matteleksene. https://app.cristin.no/results/show.jsf?id=2069841

Opheim, L. G. (2022). Mathematical Tasks from the Teachers’ Point of View. A Multiple Case Study of Teachers’ Goals in Norwegian Vocationally Oriented Classrooms [Doktorgradsavhandling, University of Agder]. https://hdl.handle.net/11250/2984236

Opheim, L. G. (2022). Mathematics at secondary schools in Norway and teacher education at UiA. [Faglig foredrag]. IMF pedagogical seminar, Universitetet i Stavanger. https://app.cristin.no/results/show.jsf?id=2069846

Opheim, L. G., Bjuland, R., Fauskanger, J., Goodchild, S., Mosvold, R., & Waege, K. (2022). Designing professional development for mathematics teacher educators. [Poster]. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. https://hal.archives-ouvertes.fr/hal-03746251

Otani, H., Reid, D. A., & Shinno, Y. (2022). How are proof and proving conceptualized in mathematics curriculum documents in the USA and Japan? In (pp. 267-274). Proceedings of the International Groups for the Psychology of Mathematics Education. Universidad de Alicante. https://rua.ua.es/dspace/bitstream/10045/126631/1/proceedings-pme-45-vol3-34.pdf

Radmehr, F., & Goodchild, S. (2022). Switching to Fully Online Teaching and Learning of Mathematics: The Case of Norwegian Mathematics Lecturers and University Students During the Covid-19 Pandemic. International Journal of Research in Undergraduate Mathematics Education, 8(3), 581-611. https://doi.org/10.1007/s40753-021-00162-9

Radmehr, F., & Goodchild, S. (2022). A transition to online teaching and learning of mathematics in Norwegian higher education institutions: the perspectives of lecturers and students. Teaching Mathematics and its Applications. https://doi.org/10.1093/teamat/hrac014

Reid, D. A., Bikner-Ahsbahs, A., Jan·en, T., & Vallejo-Vargas, E. (2022). FORMS OF EPISTEMIC FEEDBACK. In Proceedings of the 15th International Conference on Technology in Mathematics Teaching(ICTMT 15) (pp. 105-112). Aarhus University. https://doi.org/10.7146/aul.452

Reid, D. A., Shinno, Y., & Fujita, T. (2022). International perspectives on proof and proving: recent results and future directions. In Proceedings of the International Groups for the Psychology of Mathematics Education (Vol. 45, pp. 211-212). Universidad de Alicante. https://rua.ua.es/dspace/bitstream/10045/126491/1/proceedings-pme-45-vol1-13.pdf

Rezvanifard, F., Radmehr, F., & Rogovchenko, Y. (2022). Advancing engineering students' conceptual understanding through puzzle-based learning: a case study with exact differential equations. Teaching Mathematics and its Applications. https://doi.org/10.1093/teamat/hrac005

Scott-Dahl, M., Humberset, B. K., Bolstad, O. H., & Fooladi, E. C. (2022). Seminar for lærarar: Utforsking, tverrfaglegheit og berekraft i praksisis. [Faglig foredrag]. Forskingsdagane 2022, 26 september, Atlanterhavsparken, Ålesund. https://app.cristin.no/results/show.jsf?id=2055907

Siegmund-Schultze, R. (2022). Another look at the two Egyptian pyramid volume 'formulas' of 1850 BCE. British Journal for the History of Mathematics. https://doi.org/10.1080/26375451.2022.2106061

Stigberg, H., Hadjerrouit, S., Kaufmann, O. T., & Marentakis, G. (2022). Analysing tensions faced by pre-service mathematics teachers engaging in digital fabrication. In (Vol. 4, pp. 4-51-54-58). Proceedings of the International Groups for the Psychology of Mathematics Education, Universidad de Alicante. https://rua.ua.es/dspace/bitstream/10045/126687/1/proceedings-pme45-vol4-007.pdf

Sundtjønn, T. (2022). Sociomatematiske normer i matematikklasserum på erhvervsfag. [Faglig foredrag]. Nordisk konference om voksnes matematiklæring 25. april, København, Danmark. https://app.cristin.no/results/show.jsf?id=2020806

Viirman, O. L., Vivier, L., & Monaghan, J. D. (2022). The Limit Notion at Three Educational Levels in Three Countries. International Journal of Research in Undergraduate Mathematics Education, 8, 222-244. https://doi.org/10.1007/s40753-022-00181-0

Vos, P. (2022). Math Walks in mobile learning - summary of some research. [Vitenskapelig foredrag]. ActionBound meeting, Kristiansand, 2. februar 2022. https://app.cristin.no/results/show.jsf?id=1997518

Vos, P. (2022). The modelling cycle as analytic research tool and how it can be enriched beyond the cognitive dimension. [Vitenskapelig foredrag]. University of Agder, Department of Mathematics, Monday seminar 28. februar 2022. https://app.cristin.no/results/show.jsf?id=2006766

Vos, P. (2022). Out of the mathematics classroom; towards a better understanding of informal and implicit learning of mathematics. [Vitenskapelig foredrag]. Departmental seminar, Linköping University, Department of Mathematics 24. mai 2022. https://app.cristin.no/results/show.jsf?id=2031801

Vos, P. (2022). Prosjekt-basert læring i en student-aktiv lærer-utdanning. [Vitenskapelig foredrag]. Konferanse for lærerutdannere i matematikk 2022, Kristiansand 19. september 2022. https://app.cristin.no/results/show.jsf?id=2055144

Vos, P. (2022). The Public Understanding of Mathematical Modelling (PUMM). [Vitenskapelig foredrag]. 20th International Conference on the Teaching of Mathematical Modelling and Applications, (digitally) Würzburg. https://www.ictma20.de/node/39

Vos, P., & Frejd, P. (2022). Grade 8 students appropriating Sankey diagrams: The first cycle in an educational design research. Journal on Mathematics Education (JME), 13(2), 289-306. https://doi.org/10.22342/jme.v13i2.pp289-306

Vos, P., & Frejd, P. (2022). The modelling cycle as analytic research tool and how it can be enriched beyond the cognitive dimension. [Vitenskapelig foredrag]. 12th Congress of the European Society for Research in Mathematics Education (CERME12), Bolzano (digitally). http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-188391

Wathne, U., & Carlsen, M. (2022). Third grade students' multimodal mathematical reasoning when collaboratively solving combinatorial problems in small groups. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2022.2099611

Zakariya, Y. F. (2022). Improving students' mathematics self-efficacy: A systematic review of intervention studies. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.986622

Zakariya, Y. F., Barattucci, M., Fern†ndez-CÇzar, R., & Solano-Pinto, N. (2022). Analysis of relations between attitude towards mathematics, prior knowledge, self-efficacy, expected and actual grades in mathematics. In Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano. https://hal.archives-ouvertes.fr/hal-03745922

Zakariya, Y. F., & Barratucci, M. (2022). Short form of revised two-factor study process questionnaire: Development, validation, and cross-validation in two European countries. Studies in Educational Evaluation, 75. https://doi.org/10.1016/j.stueduc.2022.101206

Zakariya, Y. F., Midttun, ù., Nyberg, S. O. G., & Gjesteland, T. (2022). Reforming the Teaching and Learning of Foundational Mathematics Courses: An Investigation into the Status Quo of Teaching, Feedback Delivery, and Assessment in a First-Year Calculus Course. Mathematics, 10(13). https://doi.org/10.3390/math10132164

2021

Balyk, N., Vasylenko, Y., Grod, I., Oleksiuk, V., & Rogovchenko, Y. (2021). Project-based learning in a computer modelling course. Journal of Physics: Conference Series (JPCS). doi:http://dx.doi.org10.1088/1742-6596/1840/1/012032

Barattucci, M., Zakariya, Y. F., & Ramaci, T. (2021). Academic Achievement and Delay: A Study with Italian Post-Graduate Students in Psychology. International Journal of Instruction, 14(4), 1-20. Retrieved from http://www.e-iji.net

Bas-Ader, S., Erbas, A. K., Cetinkaya, B., Alacaci, C., & Cakiroglu, E. (2021). Secondary mathematics teachers’ noticing of students’ mathematical thinking through modeling‑based teacher investigations. Mathematics Education Research Journal. doi:http://dx.doi.org10.1007/s13394-021-00389-4

Birkeland, L., & Nossum, R. T. (2021). A letter from Malevich to Semevsky about Kovalevskaya. Historia Mathematica, 28. doi:http://dx.doi.org10.1016/j.hm.2021.07.003

Carlsen, M., Breive, S., (2021). The nature of mathematical inquiry amongst kindergarten children: more than questioning and verbalisations. In Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021 (Vol. 141, pp. 296): SMDF, Swedish Society for Research in Mathematics Education

Cramer, J., Knipping, C., Reid, D. A., & Specht, B. (2021). Documenting and developing the current German lexicon. In Teachers Talking about their Classrooms Learning from the Professional Lexicons of Mathematics Teachers around the World (pp. 296): Routledge.

Cramer, J., Knipping, C., Reid, D. A., & Specht, B. (2021). German lexicon. In Teachers Talking about their Classrooms Learning from the Professional Lexicons of Mathematics Teachers around the World (pp. 296): Routledge.

Cramer, J. C., Knipping, C. D., Reid, D. A., & Specht, B. (2021). Documenting and developing the German lexicon. In Teachers Talking about their Classrooms Learning from the Professional Lexicons of Mathematics Teachers around the World (pp. 296): Routledge.

Frejd, P., & Vos, P. (2021). A commentary on the Special Issue “Innovations in measuring and fostering mathematical modelling competencies”. Educational Studies in Mathematics, 1-14. doi:http://dx.doi.org10.1007/s10649-021-10122-4

Goodchild, S., Bjørkestøl, K., Borge, I. C., Nilsen, H. K., & Tonheim, O. H. M. (2021). Educating to inspire active learning approaches in mathematics in Norwegian universities. Nordic Journal of STEM Education, 5(1). doi:http://dx.doi.org10.5324/njsteme.v5i1.3972

Greefrath, G., & Vos, P. (2021). Video-based word problems or modelling projects – classifying ICT-based modelling tasks. In Mathematical modelling education in East and West (pp. 666): Springer.

Grevholm, B. (2021). Recent Nordic research in mathematics education illustrated by examples from NORMA17. Mathematics, 9(8), 26. doi:http://dx.doi.org10.3390/math9080803

Guribye, E., Rambø, G.-R., Kristiansen, A., Berg, C. V., Hellang, B. V., Haraldstad, Å., & Hauge, E. S. (2021). Inquiry-based learning as a tool during transitions in the teacher education program. UNIPED, 44(1), 60-74. doi:http://dx.doi.org10.18261/issn.1893-8981-2021-01-06

Hadjerrouit, S., & Nnagbo, C. I. (2021). Exploring Numbas Formative Feedback for Teaching and Learning Mathematics: An Affordance Theory Perspective. In Proceedings of the 18th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA2021) (pp. 374): IADIS Press.

Hansen, N. K., & Hadjerrouit, S. (2021). Exploring Students’ Computational Thinking for Mathematical Problem-Solving: A Case Study. In Proceedings of the 18th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA2021) (pp. 374): IADIS Press.

Hundeland, P. S., & Pettersen, P. (2021). A comparative study of supplemental instruction and small group teaching. In Supplemental Instruction Volume 2: Student Learning Processes (pp. 161): Waxmann Verlag.

Landgärds, I. M. (2021). The Impact of a Mathematics Bridging Intervention on the Inclusivity of a University Economics Programme. Nordic Journal of STEM Education, 5. Retrieved from http://hdl.handle.net/10852/85863

https://www.ntnu.no/ojs/index.php/njse

Liakos, Y., Gerami, S., Mesa, V., Judson, T., & Ma, Y. (2021). How an inquiry-oriented textbook shaped a calculus instructor’s planning. International Journal of Mathematical Education in Science and Technology, 0. doi:http://dx.doi.org10.1080/0020739X.2021.1961171

Mesa, V., Ma, Y., Quiroz, C., Gerami, S., Liakos, Y., Judson, T., & Chamberlain, L. (2021). University instructors’ use of questioning devices in mathematics textbooks: an instrumental approach. ZDM: Mathematics Education, 53(6), 1299-1311. doi:http://dx.doi.org10.1007/s11858-021-01296-5

Njoga, E. O., Zakariya, Y. F., Jaja, I. F., Okoli, C. E., & Mshelbwala, P. P. (2021). Global epidemiology of coronavirus disease 2019 and lessons for effective control of this and future pandemics. International Journal of One Health, 7(1), 78-87. doi:http://dx.doi.org10.14202/IJOH.2021.78-87

Radmehr, F., & Drake, M. (2021). Exploring students’ metacognition in relation to an integral-area evaluation task. Skrifter från Svensk förening för matematikdidaktisk forskning(14), 217-224. Retrieved from https://www.waxmann.com/index.php?eID=download&buchnr=4325

http://matematikdidaktik.org/

Radmehr, F., & Goodchild, S. (2021). Online mathematics teaching and learning during the COVID-19 pandemic: The perspective of lecturers and students. Nordic Journal of STEM Education, 5(1), 5. doi:http://dx.doi.org10.5324/njsteme.v5i1.3914

Radmehr, F., Nedaei, M., & Rezvanifard, F. (2021). Task design in Engineering mathematical courses: The case of problem posing and puzzle tasks. In Blended Learning in Engineering Education: challenging, enlightening – and lasting? SEFI 49th Annual Conference (pp. 1594): Société européenne pour la formation des ingénieurs (SEFI).

Rege, M., Størksen, I., Solli, I. C. F., Kalil, A., Megan M., M., Ten Braak, D., . . . Hundeland, P. S. (2021). The Effects of a Structured Curriculum on Preschool Effectiveness: A Field Experiment. The Journal of human resources, 37. doi:http://dx.doi.org10.3368/jhr.0220-10749R3

Reid, D. A., Cramer, J., Knipping, C., & Specht, B. (2021). German Lexicon. In Teachers Talking about their Classrooms Learning from the Professional Lexicons of Mathematics Teachers around the World (pp. 296): Routledge.

Reid, D. A., Shinno, Y., Komatsu, K., Tsujiyama, (2021). TOULMIN ANALYSIS OF META-MATHEMATICAL ARGUMENTATION IN A JAPANESE GRADE 8 CLASSROOM. Teaching Students to Think Mathematically Through Inquiry: The Norwegian Experience. In Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 336): Thailand Society of Mathematics Education

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2019