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Publications

2020

Zakariya, Y. F., Bjørkestøl, K., & Nilsen, H. K. (2020). Teacher job satisfaction across 38 countries and economies: An alignment optimization approach to a cross-cultural mean comparison. International Journal of Educational Research 101. https://doi.org/10.1016/j.ijer.2020.101573

Svanhild Breive (2020): Student–teacher dialectic in the co-creation of a zone of proximal development: an example from kindergarten mathematics, European Early Childhood Education Research Journal, DOI: 10.1080/1350293X.2020.1755498

Zakariya, Y. F. (2020). Investigating some construct validity threats to TALIS 2018 teacher job satisfaction scale: Implications for social science researchers and practitioners. Social Sciences 9(4). https://doi.org/10.3390/socsci9040038 (registering DOI)

Vos, P. (2020a). Task contexts in Dutch mathematics education. In M. v.d. Heuvel-Panhuizen (Ed.), National reflections on the Netherlands didactics of mathematics - Teaching and Learning in the context of Realistic Mathematics Education (pp. 31 ‒53). Springer. doi: 10.1007/978-3-030-33824-4_3.

Vos, P. & Frejd, P. (2020). The object-tool duality in mathematical modelling - a framework to analyze students’ appropriation of Sankey diagrams to model dynamic processes. Avances de Investigación en Educación Matemática, 17, 52-66. doi: 10.35763/aiem.v0i17.305.

Vos, P., Dallas, M., Poudel, A.B., & Shults, F. L. (2020). Using Social Simulations in Interdisciplinary Primary Education - an Expert Appraisal. In H. Verhagen, M. Borit, G. Bravo, & N. Wijermans (Eds.), Advances in Social Simulation - Looking in the Mirror (pp. 451 ‒456). Springer. doi: 10.1007/978-3-030-34127-5_45.

Poudel, A.B., Vos, P., & Shults, & F. L. (2020). Students of Religion Studying Social Conflict through Simulation and Modelling - An Exploration. In H. Verhagen, M. Borit, G. Bravo, & N. Wijermans (Eds.), Advances in Social Simulation - Looking in the Mirror (pp. 379 ‒383). Springer. doi: 10.1007/978-3-030-34127-5_37.

Vos, P. (2020b). On Science Museums, Science Capital and the Public Understanding of Mathematical Modelling. In G.A. Stillman, G. Kaiser, & E. Lampen (Eds.), Mathematical Modelling Education and Sense-making. Springer. doi: 10.1007/978-3-030-37673-4_6.

Vos, P., Hernandez-Martinez, P., & Frejd, P. (2020). Connections of Science Capital and the Teaching and Learning of Mathematical Modelling. In G.A. Stillman, G. Kaiser, & E. Lampen (Eds.), Mathematical Modelling Education and Sense-making. Springer. doi: 10.1007/978-3-030-37673-4_6

Radmehr, F. & Vos, P. (in press). Issues and challenges of 21st century assessment in mathematics education. In L. Leite, E. Oldham, A. S. Afonso, F. Viseu, L. Dourado, H. Martinho (Eds.), Science and mathematics education for 21st century citizens: challenges and ways forward (pp. xx-yy). Nova Science Publishers

 Goodchild, S. (2020). Book Review: The philosophy of mathematics education today. Paul Ernest (Ed.)(2018). Educational Studies in Mathematics, 103(1), 109-119.

Vos, P. (2020). Task contexts in Dutch mathematics education. In M. v.d. Heuvel-Panhuizen (Ed.), National reflections on the Netherlands didactics of mathematics - Teaching and Learning in the context of Realistic Mathematics Education (pp. 31‒53). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-33824-4_3.

Vos, P., Hernandez-Martinez, P., & Frejd, P. (2020). Connections of Science Capital and the Teaching and Learning of Mathematical Modelling. In G.A. Stillman, G. Kaiser, & E. Lampen (Eds.), Mathematical Modelling Education and Sense-making (pp. xx‒yy). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-37673-4_6

Fredriksen, H. & Hadjerrouit, S. (2020). Exploring engineering students’ participation in flipped mathematics classroom: a discursive approach. Nordic Studies in Mathematics Education, 25 (1), 45–64.

Zakariya, Y. (2020) Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach. International Journal of STEM Education,7(10). doi: 10.1186/s40594-020-00209-4

Nossum, R.,& Siegmund-Schultze, R. Mathematik in Norwegen III: Die ‚dänische Zeit‘ vor Abels Erscheinen: Mitteilungen der Deutschen Mathematiker-Vereinigung 27 (2019), 140-146. doi: 10.1515/dmvm-2019-0049

Siegmund-Schultze, R. (2020)The joy that engineers and mathematicians have come together.” Richard von Mises’ foundation of ZAMM, and its “Tasks and Goals” (1920/21). Z Angew Math Mech. 100 (2). (pp. 1-26). doi: https://doi.org/10.1002/zamm.202002017

  

2019

 Amani, A., Alamolhodaei, H., Ghanbari, R., & Radmehr, F. (2019). An epidemiological model for predicting students’ mathematics anxiety. Volume 22.

Borji, V., Radmehr, F., & Font, V. (2019). The impact of procedural and conceptual teaching on students' mathematical performance over time. International Journal of Mathematical Education in Science and Technology, 23, doi: 10.1080/0020739X.2019.1688404

Breive, S. (2019). Engaging children in mathematical discourse: a kindergarten teacher's multimodal participation. Nordisk matematikkdidaktikk, 24(2), 49-67.

Bjørkestøl, K., Borge, I. C., Goodchild, S., Nilsen, H.K., & Tonheim, O. H. M (2019). Student-active learning in mathematics: Operationalisation of ‘constructive alignment’. Nordic Journal of STEM Education, 3(1), 220-224.

Duarte, J., Januário, C., Martins, N., Rogovchenko, S., & Rogovchenko, Y. (2019). Chaos analysis and explicit series solutions to the seasonally forced SIR epidemic model. Journal of Mathematical Biology, 78(7), 2235-2258. doi: 10.1007/s00285-019-01342-7

Erfjord, I., Carlsen, M., & Hundeland, P. S. (2019). Characterising the mathematical discourse in a kindergarten. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2257-2264). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

Fredriksen, H., & Hadjerrouit, S. (2019). An activity theory perspective on contradictions in flipped mathematics classrooms at the university level. International Journal of Mathematical Education in Science and Technology, 1-11. doi: 10.1080/0020739X.2019.1591533

Gjesteland, Th & Vos, P. (2019). Affect and mathematical modeling assessment – A case study on students’ experience of challenge and flow during a compulsory mathematical modeling task by engineering students. In S. Chamberlain & B. Sriraman (Eds), Affect in Mathematical Modeling (pp. 257‒272). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-04432-9_16.

Hadjerrouit, S. (2019). Investigating the affordances and constraints of SimReal for mathematical learning: A case study in teacher education. In H. Lane,S. Zvacek & J. Uhomoibhi (Eds.) CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education. Volume 2 (pp. 27-37). Ulster: SciTePress Springer.

Hadjerrouit, S., & Gautestad, H. H. (2019). Evaluating the usefulness of the visualization tool SimReal+ for learning mathematics: A case study at the undergraduate level. In Sampson, D., Spector, J.M., Ifenthaler, D., Isaías, P.& Sergis, S. (Eds.) Learning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment (pp. 71-89). Cham: Springer.

Kolahdouz, F., Radmehr, F., & Alamolhodaei, H. (2019). Exploring students’ proof comprehension of the Cauchy Generalized Mean Value Theorem. Teaching Mathematics and its Applications, Volume 38, Issue 2,( PP 85–106)

Landgärds, I. M. (2019). Providing economics students opportunities to learn basic mathematics. Nordic Journal of STEM Education, 3(1), 185-189. doi:10.5324/njsteme.v3i1.2992

Nilsen, H.K. (2019). First-year university students' interpretation of praxeology when solving an integration task. In M. Graven, H. Venkat, A. A. Essien and P. Vale (Eds.) (2019). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol 3) (pp. 129-137). Pretoria, South Africa: PME.

Nilsen, H.K. (2019). First-year engineering students’ reflections on integration and the Fundamental Theorem of Calculus. In J. Monaghan, E. Nardi and T. Dreyfus (Eds.) (2019), Calculus in upper secondary and beginning university mathematics – Conference proceedings (pp. 135-139). Kristiansand, Norway: MatRIC. Retrieved on the 21st of February 2020 from https://matric-calculus.sciencesconf.org/

Poudel, A.B., Vos, P., & Shults, & F. L. (2019). Students of Development Studies learning about modelling and simulations as a research approach in their discipline. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME-11) (pp. 1256‒1263). Utrecht, the Netherlands: Freudenthal Institute, Utrecht University and ERME.

 Reinhardtsen, J., & Givvin, K. B. (2019). The fifth lesson: Students' responses to a patterning task across the four countries. In C. Kilhamn, & R. Säljö (Eds.), Encountering algebra. A comparative study of classrooms in Finland, Norway, Sweden, and the USA (pp. 165-234). Cham: Springer Nature.

Rensaa, R. J., Hogstad, N. M., & Monaghan, J. D. (2019). Themes within lecturers' views on the teaching of linear algebra. International Journal of Mathematical Education in Science and Technology, 1-18. 10.1080/0020739X.2019.1668976

Wathne, U., & Brodahl, C. (2019). Engaging mathematical reasoning-and-proving: A task, a method, and a taxonomy. Journal of the International Society for Teacher Education, 23(1), 6-17.

Wathne, U., Reinhardtsen, J., Borgersen, H. E., & Cestari, M. L. (2019). Designed examples as mediating tools: Introductory algebra in two Norwegian grade 8 classrooms. In C. Kilhamn, & R. Säljö (Eds.), Encountering algebra. A comparative study of classrooms in Finland, Norway, Sweden, and the USA (pp. 71-109). Cham: Springer Nature.

Wiik, A., & Vos, P. (2019). “I want a high-educated job that pays well and is fun”; secondary students’ reasons for selecting the Advanced Mathematics course. In  U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME-11) (pp. 1573‒1580). Utrecht, the Netherlands: Freudenthal Institute, Utrecht University and ERME.

Zakariya, Y. (2019). Study approaches in higher education mathematics: Investigating the statistical behaviour of an instrument translated into Norwegian. Education Sciences, 9(3), (pp 191)

Zakariya, Y., Goodchild, S., Bjørkestøl, K., & Nilsen, H. K. (2019). Calculus self-efficacy inventory: Its development and relationship with approaches to learning. Education Sciences, 9(3), 1-14. doi: 10.3390/educsci9030170

Zakariya, Y. F., Bjørkestøl, K., Nilsen, H. K., Goodchild, S., & Lorås, M. (2019). University students’ learning approaches: An adaptation of the revised two-factor study process questionnaire to Norwegian. Studies in Educational Evaluation, 64, doi: 10.1016/j.stueduc.2019.100816

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