Linda Gurvin Opheim

• 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. Fulltekst i vitenarkiv Vis sammendrag

  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. I Krainer, Konrad & Vondrova, Nada (Red.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISSN 978-80-7290-844-8. s. 3086–3092. Vis sammendrag

  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 (2013). Man-made Difficulties in Mathematics. I Fuglestad, Anne Berit (Red.), Special Needs Education in Mathematics New Trends, Problems and Possibilities. Portal forlag. ISSN 978 82 92712 98 6. s. 75–85.

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• Opheim, Linda Gurvin & Simensen, Anita Movik (2018). Læreren som matematikkstudent. Cappelen Damm Akademisk. ISBN 9788202579012. 88 s.

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• Reinhardtsen, Jorunn & Opheim, Linda Gurvin (2023). Developing algebra learning teaching activities in cooperation with teachers in middle school.
• Opheim, Linda Gurvin; Knutsen, Kristoffer Heggelund & Brodahl, Cornelia (2023). Multilingual Teacher Students’ Self-efficacy as Future Mathematics Teachers in a Second Language Classroom. Vis sammendrag

  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.

• Opheim, Linda Gurvin (2022). Summativ skriftlig vurdering i matematikk med fokus på lavtpresterende elever.
• Larson, Niclas & Opheim, Linda Gurvin (2022). Ny doktor drøfter resept for skriftlig eksamen. [Internett]. Apple Podcasts. Vis sammendrag

  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). Mathematics at secondary schools in Norway and teacher education at UiA.
• Opheim, Linda Gurvin (2022). Lær barna å bli glad i matteleksene.
• Opheim, Linda Gurvin (2022). Lær barna å bli glad i matteleksene.
• Opheim, Linda Gurvin (2022). Lær barna å bli glad i matteleksene.
• Opheim, Linda Gurvin (2022). Assessments in high school.
• Opheim, Linda Gurvin; Bjuland, Raymond; Fauskanger, Janne; Goodchild, Simon; Mosvold, Reidar & Wæge, Kjersti (2022). Professional development for mathematics teacher educators.
• Opheim, Linda Gurvin (2021). Hvorfor er matematikk så vanskelig for noen? - Hva kan vi gjøre med det?
• Opheim, Linda Gurvin (2021). Hvorfor er matematikk så vanskelig for noen? - Hva kan vi gjøre med det?
• Opheim, Linda Gurvin (2021). Lær barna å bli glad i matteleksene.
• Opheim, Linda Gurvin (2021). Lær barna å bli glad i matteleksene.
• Opheim, Linda Gurvin (2020). Algebra er en grunnleggende kompetanse. Fædrelandsvennen. ISSN 0805-3790.
• Opheim, Linda Gurvin (2019). Tips til lavterskel bruk av teknologi for å skape nærhet i nettstudier.
• Opheim, Linda Gurvin (2019). Ungdomsskolematte – enkelt forklart.
• Opheim, Linda Gurvin (2019). Lær barna å bli glad i matteleksene.
• Opheim, Linda Gurvin (2019). Lær barna å bli glad i matteleksene.
• Opheim, Linda Gurvin (2019). Lær barna å bli glad i matteleksene.
• Opheim, Linda Gurvin (2019). Fagfornyelsen: Om fremtidens matematikkompetanse,
• Opheim, Linda Gurvin (2019). Matematikkfaget handler ikke lenger om det riktige svaret. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Opheim, Linda Gurvin; Brodahl, Cornelia & Hansen, Nils Kristian (2017). Nettstudier i Canvas. Vis sammendrag

  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. I Bjørshol, Stig & Nolet, Ronald (Red.), Utforsking i alle fag. Cappelen Damm Akademisk. ISSN 978-82-02-55149-0.
• Opheim, Linda Gurvin (2017). Hvordan utvikle oppgaver som lærere ønsker å benytte i klasserommet?
• Opheim, Linda Gurvin (2016). DVM-U – A TECHNOLOGICAL ENVIRONMENT DESIGNED TO AID ADAPTED TEACHING AND MOTIVATE PUPILS .
• Opheim, Linda Gurvin (2016). Høyt presterende elever (i matematikk).
• Opheim, Linda Gurvin (2016). Å skape bro mellom forsknings- og praksisfeltet i matematikkdidaktikk.
• Opheim, Linda Gurvin (2016). NVivo workshop.
• Opheim, Linda Gurvin (2016). Forskning med læreren i fokus.
• Storesletten, Leiv & Opheim, Linda Gurvin (2016). Brukte åtte år på en ligning. Fædrelandsvennen. ISSN 0805-3790. Vis sammendrag

  Populærvitenskaplig artikkel om årets Abelprisvinner, Sir Andrew Wiles, og hans vitenskapelige bragd ved å bevise Fermats siste sats.

• Opheim, Linda Gurvin (2015). Teachers’ initiating change in practice due to variation of progression of didactical time.
• Opheim, Linda Gurvin (2015). Presentasjon av doktorgradsarbeid.
• 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.
• Opheim, Linda Gurvin (2014). NRK: På jakt etter landets mest komplette hjerne. [Internett]. UiA sine nettsider (Uttaskjærs).
• Opheim, Linda Gurvin (2014). Runners Up for Linda. [Internett]. UiA sine nettsider (uttaskjærs).
• Opheim, Linda Gurvin (2014). Hjernekamp, finale. [TV]. NRK 1.
• Opheim, Linda Gurvin (2014). Hjernekamp, program 5. [TV]. NRK 1.
• Opheim, Linda Gurvin (2014). Hjernekamp, program 4. [TV]. NRK 1.
• Opheim, Linda Gurvin (2014). Hjernekamp, program 3. [TV]. NRK 1.
• Opheim, Linda Gurvin (2014). Hjernekamp, program 2. [TV]. NRK 1.
• Opheim, Linda Gurvin (2014). Hjerneduell i beste sendetid. [Avis]. Hallingdølen.
• Opheim, Linda Gurvin (2014). Hjernekamp, program 1. [TV]. NRK 1.
• Opheim, Linda Gurvin (2014). My PhD-project.
• 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.
• Opheim, Linda Gurvin (2014). Time as a Condition for Change in Teacher Practice.
• Sundtjønn, Trude; Opheim, Linda Gurvin & Simensen, Anita Movik (2014). TEACHING INTERVENTIONS IN MATHEMATICS. Vis sammendrag

  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). "Smarte" oppgaveformuleringer i matematikk.
• Opheim, Linda Gurvin (2013). Introduction to NVivo.
• Opheim, Linda Gurvin (2013). Teaching mathematics in vocational programs, time as affordance and constraint for change.
• Opheim, Linda Gurvin (2013). Task Design Following the Teachers’ Point of View.
• Opheim, Linda Gurvin (2013). Task Design Following the Teachers’ Point of View.
• Opheim, Linda Gurvin (2012). Task Design Following the Teachers' Point of View.
• Opheim, Linda Gurvin (2012). Task Design Following the Teachers' Point of View.
• Opheim, Linda Gurvin (2012). Designforskning - fra mitt perspektiv.
• Sundtjønn, Trude; Opheim, Linda Gurvin & Raen, Kristina Markussen (2012). News from Nordic mathematics education - Nordic/Baltic doctoral summer course 2012. NOMAD. 17(2), s. 73–74.
• Opheim, Linda Gurvin (2011). Man-made Difficulties in Mathematics.
• 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 978-82-8427-063-0.

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