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Linda Gurvin Opheim

Vice-Dean for Education Department of Mathematical Sciences

Email: linda.g.opheim@uia.no
Phone: +47 38 14 18 50
Mobile phone: +47 98 83 25 85
Office: J3045 (Universitetsveien 25, 4630 Kristiansand, Norway)

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Areas of responsibility

Education:

2022: PhD in Mathematics Education, University of Agder: Mathematical Tasks from the Teachers’ Point of View

2011: MSc University of Agder: Mathematics Education

2005: University college of Vestfold: General teacher education

Work Experience:

2022-on: Assosciate Professor Uia

2022 - on: Consultant for high stake written exams in mathematics for The Norwegian Directorate for Education and Training

2015- 2022: Assistant Professor UiA

2015: Project team member, DVM-U, The Norwegian Centre for ICT in education

2011-2015: PhD research fellow, University of Agder

2011-2012: Student adviser, mathematics, University of Agder

2006-2009: Teacher at Ringshaug ungodomsskole

2004-2006: Teacher at Byskogen skole

Research

Academic interests

My research focus is mathematics teachers and a better understanding of their perspectives. I am also interested in how we can improve the teaching of teacher students' in mathematics to prepare them for teaching in schools.

Research groups

Marshman, Margaret & Opheim, Linda Gurvin (2025). Teachers as Change Agents: The Role of Social Capital. In Patahuddin, Sitti Maesuri; Gaunt, Lorraine; Harris, Danielle & Tripet, Kristen (Ed.), MERGA47 – Unlocking Minds in Mathematics Education. Mathematics Education Research Group of Australasia. ISSN 9781920846367. p. 293–300. doi: https:/merga.net.au/publications/annual-conference-proceedings/2025-conference-proceedings/. Full text in Research Archive Show summary
Teachers play a crucial role as change agents in schools; however, research rarely positions teachers as the implementers of reform. Teachers in classrooms understand the complexity of their context and are well positioned to adapt professional learning to implement change in their schools. Multiple case study, one in Australia and one in Norway was used to investigate the most significant change and the role of social capital in implementing this change. Findings showed when teacher leaders had social capital, they could support colleagues to implement changes in mathematics teaching. This highlights the importance of nurturing networks of teachers’ relationships.
Opheim, Linda Gurvin (2025). Empowering mathematics teacher specialist students as change agents: bridging theory and practice on professional development. In Bosch, Marianna; Bolondi, Giorgio; Carreira, Susana; Spagnolo, Camilla & Gaidoschik, Michael (Ed.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy.. European Society for Research in Mathematics Education. ISSN 9791221086553. doi: https:/hal.science/hal-05305199v1. Full text in Research Archive Show summary
This paper reports on a mathematics teacher educator (MTE) conducting action research with the aim of developing a course for teacher specialists that empowers them as change agents in the schools they work in, thus bridging theory and practice. Change agents can support both top-down and bottom-up changes, and the latter is the focus of this paper. Factors that can enable or inhibit teacher led change efforts are presented and discussed with respect to the phases of action research. Through the research, important factors are identified, and how these are dealt with collaboratively between the MTE and the students, securing results that leads to changes. Most notably, collectively we found ways to successfully get support by the principal or school leader to ensure bottom-up changes in school.
Opheim, Linda Gurvin & Xenofontos, Constantinos (2025). Designing a Mathematics Teacher Education Course for Multicultural and Multilingual Pre-Service Teachers: Working Towards Equity, Diversity, and Inclusion. Education Sciences. 15(11). doi: 10.3390/educsci15111498. Full text in Research Archive Show summary
In this paper, we reflect on the revisions made to a mathematics course for multicultural and multilingual pre-service teachers in Norway. The course had originally been designed and taught by one of the authors, and together we now analyze how it was retaught and restructured in light of student experiences, high failure rates, and our shared professional values. Using an action research approach and drawing on an equity–diversity–inclusion framework, we examine specific changes in pedagogy, assessments, and student support. This paper contributes to conversations about how mathematics teacher education can become more inclusive, responsive, and just.
Reinhardtsen, Jorunn; Opheim, Linda Gurvin & Carlsen, Martin (2025). Developing algebra learning-teaching activities in collaboration with teachers in middle school. In Skott, Charlotte Krog; Blomhøj, Morten; Eckert, Andreas; Elicer, Raimundo; Herheim, Rune; Kristinsdóttir, Bjarnheiður; Larsen, Dorte Moeskær; Nortvedt, Guri A.; Nyström, Peter; Sigurjónsson, Jóhann Örn & Tamborg, Andreas Lindenskov (Ed.), Interplay between research and teaching practice in mathematics education : Proceedings of NORMA24, The tenth Nordic Conference on Mathematics Education, Copenhagen, 2024. Svensk förening för MatematikDidaktisk Forskning - SMDF. ISSN 9789198402483. p. 297–305. Full text in Research Archive Show summary
In this paper we outline the theoretical and methodological foundations for a research project that aims to develop algebraic learning-teaching activities in cooperation with teachers. We describe a vision of how strands of algebraic reasoning may be integrated across topics in grades 5-7. Drawing on the Vygotskian concept of sense making we formulate design principles for algebra learningteaching activities (ALTAs). We discuss the importance of collaborating with teachers in a colearning agreement to make an impact in schools. Through working together on concrete lesson plans we came to learn more about each other’s different worlds and over time our goals became more aligned. Through our collaboration we developed design principles, such as to include unit plans that are detailed but flexible to suit different classrooms and nurture teacher autonomy, and the ideas, representations, and solving methods ought to be relevant beyond the grade where introduced.
Opheim, Linda Gurvin; Knutsen, Kristoffer Heggelund & Brodahl, Cornelia (2023). Pre-Service Teachers’ Self-efficacy as Future Mathematics Teachers in a Second Language Classroom. Journal of the International Society for Teacher Education. ISSN 1029-5968. 27(2). doi: 10.26522/jiste.v27i2.4427. Full text in Research Archive Show summary
This study contributes to the field of research on teacher self-efficacy by investigating a group of multilingual pre-service teachers' perceptions of self-efficacy in Norwegian mathematics classrooms. In recent years, several quantitative studies exploring teacher self-efficacy have been conducted, but according to Xenofontos and Andrews (2020) there are few qualitative studies addressing conceptualizations of self-efficacy across various contexts. Furthem1ore, the cultural and language dimensions related to self-efficacy are usually not addressed. Pertaining to this group of multilingual pre-service teachers, all enrolled in the multilingual teacher preparation program at the University of Agder, we found that it was not sufficient for them to focus solely on acquiring mathematical knowledge or developing their mathematics teaching skills. They also needed to navigate a different classroom culture and a language that is not their first language. As a result, this study contributes crucial insights to complement the theory of teacher self-efficacy. Keywords: Mathematics education, pre-service teachers, multilingual, self-efficacy, culture
Opheim, Linda Gurvin (2015). Teachers’ initiating change in practice due to variation of progression of didactical time. In Krainer, Konrad & Vondrova, Nada (Ed.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISSN 9788072908448. p. 3086–3092. Full text in Research Archive Show summary
This study aims at identifying situations where time can act as a condition for change in teacher practice. A design based research methodology was applied and teachers where offered help designing mathematics tasks they would want to use in the classroom. All the discussions from this collaboration wereanalysed using timescales as analytical categories as described by Assude (2005). The findings show that in a diverse class, the difference in learning pace between students can condition change in the teachers practice. Key words: Teacher practice, change, diversity, time.
Opheim, Linda Gurvin (2014). Time as a Condition for Change in Teacher Practice. Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN 0771-100X. Full text in Research Archive
Opheim, Linda Gurvin (2013). Man-made Difficulties in Mathematics. In Fuglestad, Anne Berit (Eds.), Special Needs Education in Mathematics New Trends, Problems and Possibilities. Portal forlag. ISSN 9788292712986. p. 75–85. Full text in Research Archive
Sundtjønn, Trude; Opheim, Linda Gurvin & Raen, Kristina Markussen (2012). News from Nordic mathematics education - Nordic/Baltic doctoral summer course 2012. NOMAD. 17(2), p. 73–74. Full text in Research Archive

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Opheim, Linda Gurvin & Karlsen, Kenneth Stubhaug (2024). Leksehjelp i matte. Kagge Forlag AS. ISBN 9788248936541. 190 p. Full text in Research Archive
Opheim, Linda Gurvin & Simensen, Anita Movik (2018). Læreren som matematikkstudent. Cappelen Damm Akademisk. ISBN 9788202579012. 88 p. Full text in Research Archive

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Opheim, Linda Gurvin & Xenofontos, Constantinos (2026). Matematikk for tospråklige og flerkulturelle faglærere: videreutviklet med mål om like muligheter, mangfold og inkludering. doi: https:/www.uhr.no/nyheter/nyheter-fra-uhr/larerutdanningskonferansen-2026-demokrati-og-kunnskapsberedskap.8216.aspx#faqsporsmal-582. Full text in Research Archive
Justnes, Camilla Normann & Opheim, Linda Gurvin (2026). Intensiv og tilpasset opplæring i matematikk. doi: https:/www.matematikksenteret.no/dito. Full text in Research Archive
Opheim, Linda Gurvin & Rolstad, Aase Marie (2025). Sammen for målrettede tiltak. Full text in Research Archive Show summary
Etter Sammen om oppdraget (2024) tok foredragsholderne initiativ til et omfattende FAM-samarbeid. Vi delte et felles ønske om å forstå hvorfor enkelte elever strever med matematikk, og så et stort potensial i å koble matematikkdidaktikk med nevropsykologi. Gjennom tverrfaglig samarbeid håpet vi å utvikle mer målrettede tiltak. Samarbeidet har vært bredt og inkluderer lærere, masterstudenter i spesialpedagogikk, fagpersoner fra ulike institutter ved Universitetet i Agder, samt ansatte fra Hogrefe. I denne presentasjonen vil vi dele erfaringer fra FAM-samarbeidet og vise hvordan det kan bidra til å utvikle gode tiltak for elever som har utfordringer i matematikk.
Opheim, Linda Gurvin & Rolstad, Aase Marie (2025). Spenninger og muligheter mellom matematikkdidaktikk og spesialpedagogikk som fagfelt. Full text in Research Archive Show summary
Matematikkdidaktikk og spesialpedagogikk (med vekt på matematikk), jobber i stor grad med lignende utfordringer og problemstillinger. Likevel har det tradisjonelt vært lite samarbeid mellom fagmiljøene, og forskningstradisjonene har en del ulikheter ved seg. De to foredragsholderne har bakgrunn fra henholdsvis matematikkdidaktikk (Linda G. Opheim) og spesialpedagogikk (Aase Marie Rolstad), og har våren 2025 samarbeidet om temaet matematikkvansker og kartlegging. Linda har fått innblikk i et nevropsykologisk kartleggingsverktøy (FAM), og vi ser begge et potensiale i hvordan våre ulike faglige bakgrunner kan komplementere hverandre i et samarbeid. Samtidig er det også helt klare spenninger mellom fagfeltene. Vi ønsker i dette innlegget å dele våre erfaringer og refleksjoner rundt et slikt samarbeid, og inviterer samtidig deltakerne til å komme med spørsmål, egne tanker og delta i diskusjonen.
Opheim, Linda Gurvin & Rolstad, Aase Marie (2025). Introduksjon av nytt nevropsykologisk kartleggingsverktøy i matematikk (FAM). Full text in Research Archive Show summary
På dette kurset introduseres det nye nevropsykologiske kartleggingsverktøyet FAM (Feifer Assessment of Mathematics). Mange skoler ser at enkelte elever strever med matematikk uten at årsakene er klare, og derfor er målet å utvikle et verktøy som bidrar til å forstå årsaker til matematikkvansker, og hvordan man kan anbefale hensiktsmessige tiltak og differensierte opplæringsløp. Den norske versjonen av FAM, er et unikt kartleggingsverktøy som normeres høst 2024 og vår 2025. Verktøyet er det første av sitt slag i Norge fordi det kartlegger de underliggende hjerneprosessene som er avgjørende for matematikkmestring. Verktøyet er tenkt brukt av faginstanser, som for eksempel PPT og helseinstanser, når matematikkvansker skal kartlegges. I 2023 ble FAM adaptert til norsk og norske forhold. Våren 2025 har de to kursholderne samarbeidet om testing og normering i Kristiansandsregionen. Vi vil på workshopen presentere både verktøyet, foreløpige erfaringer, og gi praktiske råd og aktiviteter til hvordan funn kan følges opp praktisk i skolen. Denne workshopen er dermed egnet for lærere som ønsker å utvikle sin kompetanse i å støtte elever som strever med matematikk
Brekka, Lene Korsmo & Opheim, Linda Gurvin (2025). Mappevurdering på ungdomstrinnet. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 36(4), p. 14–19. doi: https:/tangenten.no/tidligere-nummer/2025-4. Full text in Research Archive
Rolstad, Aase Marie & Opheim, Linda Gurvin (2025). Introduksjon av nytt nevropsykologisk kartleggingsverktøy i matematikk (FAM). Full text in Research Archive
Irgens, Børge; Opheim, Linda Gurvin; Huru, Hilja Lisa; Møllersen, Kajsa & Gjesteland, Thomas (2025). Studenters personvern: En diskusjon om etisk bruk av studentdata i forskning. Full text in Research Archive
Opheim, Linda Gurvin (2025). Inclusion of multilingual and multicultural pre-service mathematics teacher students. Full text in Research Archive
Opheim, Linda Gurvin (2025). Empowering mathematics teacher specialist students as change agents: bridging theory and practice on professional development. Full text in Research Archive
Reinhardtsen, Jorunn & Opheim, Linda Gurvin (2023). Developing algebra learning teaching activities in cooperation with teachers in middle school. Full text in Research Archive
Opheim, Linda Gurvin; Knutsen, Kristoffer Heggelund & Brodahl, Cornelia (2023). Multilingual Teacher Students’ Self-efficacy as Future Mathematics Teachers in a Second Language Classroom. Full text in Research Archive Show summary
The multilingual teacher program at the University of Agder is unique in a national perspective. It is the only Norwegian teacher education program tailored to students of a different mother tongue and a rich variety of cultural backgrounds. To get to know the 24 students, and to better understand their perspectives on learning and teaching mathematics, they were given a reflective questionnaire. Their responses to open-ended questions revealed aspects related to their self-efficacy as future mathematics teachers in Norwegian classrooms. In recent years, several quantitative studies exploring teacher self-efficacy have been conducted, but according to Xenofontos and Andrews (2020) there are few qualitative studies addressing conceptualization of self-efficacy in various contexts. Furthermore, the cultural and language dimensions related to self-efficacy is usually not addressed. This study contributes to the field of research by investigating multilingual teacher students’ perceptions of self-efficacy in the Norwegian mathematics classroom. For this group of teacher students, it is not sufficient to learn mathematics or how to teach mathematics. They also need to adapt to a different classroom culture and a language that is not their first language. Hence, this study adds essential dimensions to complement the theory of teacher self-efficacy.
Larson, Niclas & Opheim, Linda Gurvin (2022). Ny doktor drøfter resept for skriftlig eksamen. [Internet]. Apple Podcasts. Full text in Research Archive Show summary
I den 15. episoden av Spøkelser etter avdøde størrelser har Niclas Larson fått besøk av Linda Opheim. Linda jobber sammen med Niclas på Institutt for matematiske fag, og hun disputerte den 23. mars i år. Linda forteller litt om hva doktorgradsavhandlingen handler om, men hovedtemaet i episoden handler om Linda sitt oppdrag i en arbeidsgruppe som har sett på forslaget om at eksamen i matematikk i videregående og ungdomsskolen ikke skal ha noen del uten hjelpemidler. Arbeidsgruppen består av sju personer og de skal i midten av juni rapportere til Utdanningsdirektoratet hva de tenker om forslaget. Vi diskuterer hvilken rolle eksamen i skolen faktisk har, og det var en del nyheter og overraskelser for Niclas. Og også for Linda – i hvert fall før hun begynte med jobben i denne gruppen. Selvfølgelig ser vi også tilbake på cliffhangeren om salt i oseanene fra forrige episode. Vi kan dessuten utlove en ny cliffhanger.
Opheim, Linda Gurvin (2022). Summativ skriftlig vurdering i matematikk med fokus på lavtpresterende elever. Full text in Research Archive
Opheim, Linda Gurvin (2022). Lær barna å bli glad i matteleksene. Full text in Research Archive
Opheim, Linda Gurvin (2022). Mathematics at secondary schools in Norway and teacher education at UiA. Full text in Research Archive
Opheim, Linda Gurvin; Bjuland, Raymond; Fauskanger, Janne; Goodchild, Simon; Mosvold, Reidar & Wæge, Kjersti (2022). Professional development for mathematics teacher educators. Full text in Research Archive
Opheim, Linda Gurvin (2022). Lær barna å bli glad i matteleksene. Full text in Research Archive
Opheim, Linda Gurvin (2022). Lær barna å bli glad i matteleksene. Full text in Research Archive
Opheim, Linda Gurvin (2022). Assessments in high school. Full text in Research Archive
Opheim, Linda Gurvin (2021). Hvorfor er matematikk så vanskelig for noen? - Hva kan vi gjøre med det? Full text in Research Archive
Opheim, Linda Gurvin (2021). Hvorfor er matematikk så vanskelig for noen? - Hva kan vi gjøre med det? Full text in Research Archive
Opheim, Linda Gurvin (2021). Lær barna å bli glad i matteleksene. Full text in Research Archive
Opheim, Linda Gurvin (2021). Lær barna å bli glad i matteleksene. Full text in Research Archive
Opheim, Linda Gurvin (2020). Algebra er en grunnleggende kompetanse. Full text in Research Archive
Opheim, Linda Gurvin (2019). Tips til lavterskel bruk av teknologi for å skape nærhet i nettstudier. Full text in Research Archive
Opheim, Linda Gurvin (2019). Ungdomsskolematte – enkelt forklart. Full text in Research Archive
Opheim, Linda Gurvin (2019). Lær barna å bli glad i matteleksene. Full text in Research Archive
Opheim, Linda Gurvin (2019). Lær barna å bli glad i matteleksene. Full text in Research Archive
Opheim, Linda Gurvin (2019). Lær barna å bli glad i matteleksene. Full text in Research Archive
Opheim, Linda Gurvin (2019). Fagfornyelsen: Om fremtidens matematikkompetanse, Full text in Research Archive
Opheim, Linda Gurvin (2019). Matematikkfaget handler ikke lenger om det riktige svaret. Full text in Research Archive
Opheim, Linda Gurvin; Brodahl, Cornelia & Hansen, Nils Kristian (2017). Nettstudier i Canvas. Full text in Research Archive Show summary
Canvas har vært brukt i ulike anledninger for nettstudier i matematikk, bl.a. MOOC på Bibsys sin server, og EVU kursene på inst. for matematiske fag har vært blant pilotene som har brukt Canvas på UiA. Vi utdypet hvorfor rene nettbaserte emner setter høye krav til funksjonalitet i Canvas. Vi ønsket i utgangspunkt å bruke designet til IKT-senteret for UiA sin MOOC på Canvas, og la fram hvorfor vi har gått bort fra det. Vi presenterte også de ulike hjemmesidene for nettstudiene og organisering av modulene. Presentasjonen ble streamet. Omtale: https://beta.uia.no/?p=2220
Opheim, Linda Gurvin & Simensen, Anita Movik (2017). Matematikk – utforsking av mønstre og de store sammenhengene. In Bjørshol, Stig & Nolet, Ronald (Ed.), Utforsking i alle fag. Cappelen Damm Akademisk. ISSN 9788202551490. Full text in Research Archive
Opheim, Linda Gurvin (2017). Hvordan utvikle oppgaver som lærere ønsker å benytte i klasserommet? Full text in Research Archive
Storesletten, Leiv & Opheim, Linda Gurvin (2016). Brukte åtte år på en ligning. Fædrelandsvennen. ISSN 0805-3790. Full text in Research Archive Show summary
Populærvitenskaplig artikkel om årets Abelprisvinner, Sir Andrew Wiles, og hans vitenskapelige bragd ved å bevise Fermats siste sats.
Opheim, Linda Gurvin (2016). DVM-U – A TECHNOLOGICAL ENVIRONMENT DESIGNED TO AID ADAPTED TEACHING AND MOTIVATE PUPILS. Full text in Research Archive
Opheim, Linda Gurvin (2016). Å skape bro mellom forsknings- og praksisfeltet i matematikkdidaktikk. Full text in Research Archive
Opheim, Linda Gurvin (2016). Forskning med læreren i fokus. Full text in Research Archive
Opheim, Linda Gurvin (2016). Høyt presterende elever (i matematikk). Full text in Research Archive
Opheim, Linda Gurvin (2016). NVivo workshop. Full text in Research Archive
Opheim, Linda Gurvin (2015). Teachers’ initiating change in practice due to variation of progression of didactical time. Full text in Research Archive
Opheim, Linda Gurvin (2015). Presentasjon av doktorgradsarbeid. Full text in Research Archive
Opheim, Linda Gurvin (2015). Task Design from the Teachers’ Point of View – presenting a new descriptive analytical model from the teachers’ perspective, seeking critique and feedback on how it has been developed and how trustworthy it is. Full text in Research Archive
Opheim, Linda Gurvin (2014). Time as a Condition for Change in Teacher Practice. Full text in Research Archive
Opheim, Linda Gurvin (2014). "Smarte" oppgaveformuleringer i matematikk. Full text in Research Archive
Sundtjønn, Trude; Opheim, Linda Gurvin & Simensen, Anita Movik (2014). TEACHING INTERVENTIONS IN MATHEMATICS. Full text in Research Archive Show summary
At the upper secondary school level in Norway poor completion rate is a problem (less than 70 %), and students’ weak performance in mathematics in both lower and upper secondary school is identified to be one of the underlying factors (Falch, Borge, Lujala, Nyhus & Strøm, 2010). This poster presentation reports from the early stages of a research project in the northern part of Norway, Teaching Interventions in Mathematics (TiM). The project has a focus on utilising teachers’ craft knowledge (Ruthven & Goodchild, 2008) and seeks a close collaboration between researchers and teachers. TiM aims to identify teachers’ wishes and expressed needs for lesson plans to help low achieving students in mathematics in lower secondary school, and from this insight design task-based teaching interventions. TiM will be carried out in three phases; the first and second phases are exploratory, focusing respectively on students' and teachers' perspectives at the different school levels. The third phase from 2015 onwards is based on active collaboration with teachers to design, implement and analyse tasks in the mathematics classroom. The data collection presented in this poster is conducted in the two first phases. In the first phase, six students from both lower and upper secondary school are interviewed about their perceptions and experiences of mathematics in school. These interviews are analysed and form the background for the second phase which includes semi-structured interviews with three teachers working at lower secondary school. All interviews are transcribed and analysed using techniques from grounded theory (Corbin & Strauss, 2008). Expected results from the two ongoing phases in TiM are main categories and characteristics of interventions that teachers claim to be helpful for low achieving students’ learning in mathematics. This will give a foundation for designing and implementing tasks together with teachers in the third phase.
Opheim, Linda Gurvin (2014). My PhD-project. Full text in Research Archive
Opheim, Linda Gurvin (2014). NRK: På jakt etter landets mest komplette hjerne. [Internet]. UiA sine nettsider (Uttaskjærs). Full text in Research Archive
Opheim, Linda Gurvin (2014). Hjerneduell i beste sendetid. [Journal]. Hallingdølen. Full text in Research Archive
Opheim, Linda Gurvin (2014). Hjernekamp, program 3. [TV]. NRK 1. Full text in Research Archive
Opheim, Linda Gurvin (2014). Hjernekamp, finale. [TV]. NRK 1. Full text in Research Archive
Opheim, Linda Gurvin (2014). Hjernekamp, program 2. [TV]. NRK 1. Full text in Research Archive
Opheim, Linda Gurvin (2014). Runners Up for Linda. [Internet]. UiA sine nettsider (uttaskjærs). Full text in Research Archive
Opheim, Linda Gurvin (2014). Hjernekamp, program 1. [TV]. NRK 1. Full text in Research Archive
Opheim, Linda Gurvin (2014). Hjernekamp, program 5. [TV]. NRK 1. Full text in Research Archive
Opheim, Linda Gurvin (2014). Hjernekamp, program 4. [TV]. NRK 1. Full text in Research Archive
Opheim, Linda Gurvin (2013). Task Design Following the Teachers’ Point of View. Full text in Research Archive
Opheim, Linda Gurvin (2013). Task Design Following the Teachers’ Point of View. Full text in Research Archive
Opheim, Linda Gurvin (2013). Teaching mathematics in vocational programs, time as affordance and constraint for change. Full text in Research Archive
Opheim, Linda Gurvin (2013). Introduction to NVivo. Full text in Research Archive
Opheim, Linda Gurvin (2012). Designforskning - fra mitt perspektiv. Full text in Research Archive
Opheim, Linda Gurvin (2012). Task Design Following the Teachers' Point of View. Full text in Research Archive
Opheim, Linda Gurvin (2012). Task Design Following the Teachers' Point of View. Full text in Research Archive
Opheim, Linda Gurvin (2011). Man-made Difficulties in Mathematics. Full text in Research Archive
Opheim, Linda Gurvin (2022). Mathematical Tasks from the Teachers’ Point of View A Multiple Case Study of Teachers’ Goals in Norwegian Vocationally Oriented Classrooms. Universitetet i Agder. ISSN 9788284270630. Full text in Research Archive

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Published Apr. 16, 2024 11:19 AM