Claire Vaugelade Berg

• Guribye, Eugene; Rambø, Gro-Renée; Kristiansen, Aslaug; Berg, Claire Vaugelade; Hellang, Bente Velle & Haraldstad, Åse [Vis alle 7 forfattere av denne artikkelen] (2021). Inquiry-based learning as a tool during transitions in the teacher education program. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 44(1), s. 60–74. doi: 10.18261/issn.1893-8981-2021-01-06. Fulltekst i vitenarkiv Vis sammendrag

  The transitions between the statuses of pupil, student teacher and professional teacher remain some of the most fundamental challenges for student teachers. Teacher education programs emphasize that students should become equipped with competences to cope with change and adhere to career-long learning. In this study, we make use of inquiry-based learning (IBL) and qualitative data collected from student teachers at three different departments at a university in Norway to investigate how student teachers reflect on these transitions. The findings suggest the need to assist the students in engaging in a dialogue between theory and practice in relation to these transitions, and that IBL cannot be developed hermetically at the university without a close dialogue with the practice field.

• Berg, Claire Vaugelade; Grevholm, Barbro; Haraldstad, Åse; Hellang, Bente Velle; Håøy, Annbjørg & Kristiansen, Aslaug [Vis alle 7 forfattere av denne artikkelen] (2015). Toward a More Sustainable Pre-service Teacher Education: A Study in Progress. I Johnsen, Hans Christian Garmann; Torjesen, Stina & Ennals, Richard (Red.), Higher Education in a Sustainable Society. Springer. ISSN 9783319159188. s. 51–64. doi: 10.1007/978-3-319-15919-5_4. Fulltekst i vitenarkiv Vis sammendrag

  Introduction This chapter presents some basic ideas and discussions in a currently running research project at the University of Agder, Norway. The project aims to develop a more holistic and sustainable teacher education by throwing light on present gaps, suggest bridges but also consider the gaps as resources for inquiry and new insights. The research group is interdisciplinary and consists of four research cases within the following discipline: Matematics education under the leadership of Claire Vaugelade Berg and Barbro Grevholm, Norwegian under the leadership of Bente Velle Hellang and Gro-Renèe Rambø and pedagogy running by Åse Haraldstad, Annbjørg Håøy and Aslaug Kristiansen.

• Berg, Claire Vaugelade (2015). Pre-service mathematics teachers as researchers: the centrality of inquiry. I Silfverberg, Harry; Kärki, Tomi & Hannula, Markku S. (Red.), Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014. The Finnish Research Association for Subject Didactics. ISSN 9789525993172. s. 41–50. Fulltekst i vitenarkiv
• Rambø, Gro-Renee; Kristiansen, Aslaug; Berg, Claire Vaugelade; Grevholm, Barbro; Haraldstad, Åse & Hellang, Bente Velle [Vis alle 7 forfattere av denne artikkelen] (2015). Toward a More Sustainable Pre-service Teacher Education: A Study in Progress. I Johnsen, Hans Christian Garmann; Torjesen, Stina & Ennals, Richard (Red.), Higher Education in a Sustainable Society. Springer. ISSN 9783319159188. s. 51–64. doi: 10.1007/978-3-319-15919-5_4. Fulltekst i vitenarkiv
• Berg, Claire Vaugelade (2013). Enhancing Mathematics Student Teachers’ Content Knowledge: Conversion between Semiotic Representations. I Ubuz, Behiye; Haser, Çiğdem & Mariotti, Maria Alessandra (Red.), Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISSN 9789754293159. s. 2946–2955. Fulltekst i vitenarkiv
• Berg, Claire Vaugelade (2013). Introducing an inquiry-based approach in mathematics teacher education: Focus on students' reflections, Nordic research in didactics of mathematics: Past, present and future. Cappelen Damm Akademisk. ISSN 9788202393489. s. 61–76. Fulltekst i vitenarkiv
• Berg, Claire Marie J D V (2012). From designing to implementing mathematical tasks: Investigating the changes in the nature of the T-shirt task. The Mathematics Enthusiast (TME). 9(3), s. 347–358. doi: 10.1080/14794802.2010.496977. Fulltekst i vitenarkiv
• Berg, Claire Marie J D V (2012). L’impact d’un projet de recherche sur le développement professionnel d’un enseignant : exploration de la notion de fonction. I Dorier, Jean-Luc & Coutat, Sylvia (Red.), Enseignement des mathematiques et contrat social. Enjeux et défis pour le 21ème siècle. Actes du colloque emf 2012. Université de Genève. ISSN 9782839911153. s. 799–807. Fulltekst i vitenarkiv Vis sammendrag

  Le but de cet article est d’analyser l’impact d’un projet de recherche effectué au sein d’une université en Norvège sur le développement professionnel d’un enseignant en mathématique au niveau secondaire et plus particulièrement sur son approche documentaire. A travers sa participation à ce projet, l’enseignant est amené à questionner sa compréhension de la notion de fonction et son utilisation du logiciel GeoGebra. L’analyse montre que ce questionnement permet à l’enseignant d’élargir sa compréhension de la notion de fonction. Le cadre théorique utilisé dans cet article s’inspire de la théorie de l’activité et de l’approche documentaire.

• Berg, Claire Marie J D V; Fuglestad, Anne Berit; Goodchild, Simon & Sriraman, Bharath (2012). Mediated action in teachers' discussions about mathematics tasks. ZDM: Mathematics Education. ISSN 1863-9690. 44(5), s. 677–689. doi: 10.1007/s11858-012-0423-0. Fulltekst i vitenarkiv
• Berg, Claire Marie J D V (2011). Adopting an inquiry approach to teaching practice: the case of a primary school teacher. I Pytlak, Marta; Rowland, Tim & Swoboda, Ewa (Red.), CERME 7: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISSN 9788373386839. s. 2580–2589. Fulltekst i vitenarkiv Vis sammendrag

  The research reported in this paper is situated within a developmental research project called Teaching Better Mathematics where the collaboration between teachers and researchers is based on the idea of inquiry. The teaching practice of an experienced primary school teacher participating in the project is considered and elements of her practice are conceptualised using the theoretical construct of an inquiry cycle. The analysis shows that the teacher engaged with inquiry at different levels, into the mathematics and into her teaching practice. Possible implications for teacher education are suggested.

• Berg, Claire Marie J D V (2011). Overgang fra design til implementering av matematiske oppgaver i undervisning: å utvikle innsikt i samarbeid mellom forskere og lærere. FoU i praksis. ISSN 1504-6893. 5(2), s. 7–30. Fulltekst i vitenarkiv
• Berg, Claire Marie J D V (2011). In-service teachers' professional development: which systemic aspects are involved? Research in Mathematics Education. ISSN 1479-4802. 13(2), s. 223–224. doi: 10.1080/14794802.2011.585832. Fulltekst i vitenarkiv
• Berg, Claire V. (2010). Investigating the impact of a developmental research project on teachers' teaching practice: Listening to mathematics teachers' reflections. Research in Mathematics Education. ISSN 1479-4802. 30(3), s. 7–12. Fulltekst i vitenarkiv Vis sammendrag

  The impact of participating in a research project on mathematics teachers' teaching practice is analyzed. Results presented in this article uncover the influence of the research project on many aspects of the teachers' practice and contribute to the development of a better understanding of the complexity of the teaching practice.

• Berg, Claire V. (2010). Current Report: Designing and implementing mathematical tasks, the T-shirt task. Research in Mathematics Education. ISSN 1479-4802. 12(2), s. 151–152. Fulltekst i vitenarkiv
• Berg, Claire V. (2010). Le projet TBM: Un example de modalité de collaboration entre chercheurs et praticiens en Norvège. Recherches en éducation. 1, s. 130–146. Fulltekst i vitenarkiv Vis sammendrag

  Cet article a un double objectif : d?abord offrir une description des principales caractéristiques d?un projet de recherche en cours en Norvège, ensuite, à l?aide d?un exemple, approfondir la relation entre le cadre méthodologique adopté dans notre projet et la pratique des enseignants. Cette recherche est ancrée dans un cadre théorique basé sur les notions de co-apprentissage et de communauté de pratique où la notion d?« inquiry » joue un rôle central. Les questions vives émergeant de ce projet sont présentées et discutées, en particulier la relation entre savoirs issus de l?expérience et savoirs issus de la recherche. Dans ce texte, nous utilisons le mot « inquiry » car sa traduction par le mot « enquête » est trop réductrice. This article offers both a description of the main characteristics of an ongoing research project in Norway and, through the presentation of an example, an illustration of the way developmental research is understood in this research. The project is rooted within a theoretical approach where the notions of co-learning and community of inquiry are central. Relevant issues emerging from this project are presented and discussed through this article, especially the relationship between knowledge arising from practice and knowledge arising from research.

• Berg, Claire V. (2009). A contextualized approach to proof and proving in mathematics education : focus on the nature of mathematical tasks, Proceedings of the ICMI Study 19 conference: Proof and Proving in Mathematics Education. The Department of Mathematics, National Taiwan Normal University. ISSN 9789860182101. s. 100–105. Fulltekst i vitenarkiv Vis sammendrag

  This paper is related to my ongoing research concerning the possibility toenhance teachers? algebraic thinking through the creation and development of acommunity of inquiry. Here I argue for taking into consideration the way the ideaof proof is contextualized within a specific mathematical task. In particular, thisapproach to proof and proving opens for characterizing the nature of amathematical task by focusing on the kind of mathematical objects and the kind ofquestions which are involved in the task. Findings emerging from the analysis ofdata seem to indicate that this distinction might be useful for developing anunderstanding of the different ways the idea of proof is addressed throughdifferent tasks.

• Berg, Claire V. (2009). The T-shirt task: Using a mathematical task as a means to get insights into the nature of the collaboration between in-service teachers and researchers. Research in Mathematics Education. ISSN 1479-4802. 29(3), s. 13–18. Fulltekst i vitenarkiv Vis sammendrag

  By following a mathematical task, from its design by researchers to its implementation by a teacher, it is possible to get some insights into the collaboration between researchers and teachers. Activity Theory is used as a theoretical approach in this research.

• Grevholm, Barbro; Berg, Claire V. & Johnsen, Veslemøy (2007). Forskning under lärarpraktik i matematik, Æmnesdidaktik ur ett nationellt och internationellt perspektiv. Rikskonferensen i æmnesdidaktik 2006. Redaktører: Olle Eskilsson och Andreas Redfors. Kristianstad University Press. s. 121–132. Fulltekst i vitenarkiv
• Berg, Claire V. (2007). Focus on teachers' reflections and the role of the researcher in collaborative problem solving in algebra: Building a learning community, Relating Practice and Research in mathematics education. Proceedings of Norma 05, Fourth Nordic Conference on Mathematics Education. Tapir Akademisk Forlag. s. 151–162. Fulltekst i vitenarkiv
• Berg, Claire V. (2007). Expressing generality: focus on teachers' use of algebraic notation, European Research in Mathematics Education : Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. s. 1837–1846. Fulltekst i vitenarkiv Vis sammendrag

  This paper is related to my ongoing research concerning the possibility to enhance teachers' algebraic thinking through the creation of a learning community consisting of three teachers and a researcher. It explores teachers' reflections when engaging in a mathematical task related to elementary algebra in collaboration with a researcher. Issues concerning the different steps in teachers' reflections, their use of symbolic notation and its relation to algebraic symbolism are addressed. Possible consequences for teacher education are also discussed.

• Grevholm, Barbro; Berg, Claire V. & Johnsen, Veslemøy (2006). Student teachers' participation in a research project in mathematics education, Teaching mathematics: Retrospective and perspectives. 7th international conference May 12-13, 2006. Tartu Ulikool and Eesti matematatika Selts. s. 71–78. Fulltekst i vitenarkiv Vis sammendrag

  Teacher education is meant to be research based and many teacher educators try in different ways to achieve this aim also for the school practice during education. We report on an experiment to design a new form for inclusion of research during practice. A group of student teachers have during their fifth semester carried out interviews with pupils. The classroom observations and interviews take their starting point in data that have been collected in other parts of a larger ongoing research project. The students transcribe, analyse and report their results in written essays. We will describe the design, its results and evaluation. The theoretical framework used is the model for teacher competencies by Niss [1]. The research questions in the paper are (1) ?In what ways is it meaningful to involve student teachers during practice in a research project?? and (2) ?What kind of elements of learning do the students perceive in such a situation??

• Berg, Claire Marie J D V & Solbakken, Bente (2003). Algebra, Et dagskurs (6 timer) for lærere i ungdomsskolen. I Svorkmo, Anne-Gunn (Red.), Ressurspersonhefte, Matematikkopplegg med faglig innhold. Nasjonalt senter for matematikk i opplæringen. s. 22–26. Fulltekst i vitenarkiv

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• Berg, Claire Marie J D V (2010). Developing algebraic thinking in a community of inquiry: Collaboration between three teachers and a didactician. VDM Verlag Dr. Müller Aktiengesellschaft & Co. KG. ISBN 9783639231427. 322 s. Fulltekst i vitenarkiv Vis sammendrag

  In this book I report from a study of the development of algebraic thinking of three teachers, from lower secondary school, and a didactician from a university in Norway (myself). The book offers an account of the relationship between the participants' development of algebraic thinking and the processes related to the creation and development of a community of inquiry. In addition, it presents elements of the relationship between the teachers' development of algebraic thinking and their thinking in relation to their teaching practice. The results of this study indicate that the participants' development of algebraic thinking is deeply interwoven with the processes related to the creaton and development of the community of inquiry. Overall, the book contributes to a better understanding of issues related to collaboration between in-service teachers and a didactician from a university, while focusing on the development of algebraic thinking. Implications are also suggested concerning the way algebra could be addressed in schools.

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• Berg, Claire Vaugelade (2014). Lærerstudenter som forskere: muligheter og begrensninger. I Jahr, Ernst Håkon; Nossum, Rolf Tomas & Storesletten, Leiv (Red.), Agder Vitenskapsakademi Årbok 2013. Portal forlag. ISSN 9788283140200. s. 202–209. Fulltekst i vitenarkiv
• Berg, Claire Vaugelade (2013). Å undervise i matematikk: Hva er spesifikt for dette faget? Fokus på grunnskoletrinn 5-10. Fulltekst i vitenarkiv
• Berg, Claire Vaugelade (2013). Tasks in a mathematics course in vocational secondary school: Comments to Trude Sundtjønn. Fulltekst i vitenarkiv
• Berg, Claire Vaugelade (2013). Lærerstudenter som forskere: Hvilke muligheter and hvilke begrensninger? Fulltekst i vitenarkiv
• Berg, Claire Vaugelade (2013). Å undervise i matematikk: Hva er spesifikt for dette faget? Fulltekst i vitenarkiv
• Berg, Claire Vaugelade (2013). Enhancing mathematics student teachers' content knowledge: Conversion between semiotic representations. Fulltekst i vitenarkiv Vis sammendrag

  A developmental research project in mathematics teacher education is currently running at University of Agder. One of its aims is to enhance student teachers’ content knowledge and to develop awareness of the specificity of mathematics as a subject-matter. Results from the research presented in this paper show the nature of the difficulties student teachers meet as they engage with mathematical tasks addressing the transition between semiotic representation registers. Implications for teacher education programs are discussed.

• Berg, Claire Vaugelade (2013). The main aspects of the Inquiry-based matheatics teacher education project (IBMTE project): preparing student teachers for life-long learning. Fulltekst i vitenarkiv
• Berg, Claire Vaugelade (2013). Inquiry-based mathematics teacher education: preparing for life-long learning. Fulltekst i vitenarkiv
• Berg, Claire Marie J D V (2012). Conceptualiser la collaboration entre chercheurs et enseignants: Présentation et discussion de différents cadres théoriques. Fulltekst i vitenarkiv
• Berg, Claire Marie J D V (2012). Le développement de la pensée algébrique au sein d'une communauté d'inquiry: Etude de la collaboration entre trois enseignants et un chercheur. Fulltekst i vitenarkiv
• Berg, Claire Marie J D V (2012). Establishing a dialogue between different theoretical traditions: What kind of issues are at stake? Fulltekst i vitenarkiv
• Berg, Claire Marie J D V (2012). Théorie de l'Activité et Approche Documentaire: Etude de l'articulation entre deux approches théoriques. Fulltekst i vitenarkiv
• Berg, Claire Marie J D V (2012). Tasks in the mathematics course in vocational secondary school: Comments to Trude Sundtjønn. Fulltekst i vitenarkiv
• Berg, Claire Marie J D V & Grevholm, Barbro (2012). Inquiry-based mathematics teacher education: preparing for life-long learning. Fulltekst i vitenarkiv
• Berg, Claire Marie J D V & Grevholm, Barbro (2012). Design and implementation of inquiry tasks in a research based teacher education: For a sustainable education and life-long learning for mathematics teachers. Fulltekst i vitenarkiv Vis sammendrag

  With the aim to create a sustainable teacher education a course was developed based on inquiry tasks in a research based teacher education programme. The use of research was intended as a tool for overcoming the gap between theory and practice. The use of inquiry aimed at creating awareness in the students for the need of life-long learning. We report from the three first cycles of designing, implementing and researching the task in this course.

• Berg, Claire Marie J D V & Grevholm, Barbro (2012). Use of an inquiry-based model in pre-service teacher education: Investigating the gap between theory and practice in mathematics education. Fulltekst i vitenarkiv Vis sammendrag

  Paper published at http://www.icme12.org/sub/tsg/tsgload.asp?tsgNo=26 Abstract The gap between theory and practice in mathematics education is studied in a project based on a model using inquiry as a tool in pre-service education. Inquiry is used on three levels: in mathematical tasks as the student engages with them, in the developmental process of planning for their teaching during the practice period, and in their own development as pre-service mathematics teachers. Research-based interventions and their impact made during teaching are studied with the used of questionnaires, interviews and essay-writing by the students. In the paper results are given about what characterises students’ engagement with research literature and about how important the idea of inquiry is in the student teachers’ development.

• Berg, Claire Marie J D V (2011). Designing tasks: what does it mean and what is the purpose? Fulltekst i vitenarkiv
• Berg, Claire Marie J D V (2011). Adopting an inquiry approach to teaching practice: the case of a primary school teacher. Fulltekst i vitenarkiv
• Berg, Claire Marie J D V (2011). But isn't it a function? The influence of engaging in a developmental research project on a mathematics teacher's instrumental genesis. Fulltekst i vitenarkiv
• Berg, Claire V. (2010). Addressing methodological issues in a PhD thesis: Looking back to my own experience. Fulltekst i vitenarkiv
• Berg, Claire V. (2010). From designing to implementing mathematical tasks: Getting insights into the collaboration between teachers and researchers. Fulltekst i vitenarkiv Vis sammendrag

  During the presentation I offer insights into my current research concerning the collaboration between in-service teachers from primary and lower secondary school and researchers from University i Agder. This collaboration is organised around workshops where both teachers and didacticians engage with mathematical tasks designed by the didacticians. In the presentation I emphasise the design, the use and the evaluation of mathematical tasks within the TBM project (Teaching Better Mathematics). Two templates are presented, one for designing and one for evaluating the implementation of mathematical tasks and, through looking at a particular task, it will be possible to explore the use of these templates. Implications for collaborative work between teachers and didacticians are presented and discussed.

• Berg, Claire V. (2010). Designing and evaluating mathematical tasks: Which tasks for what purposes? Fulltekst i vitenarkiv Vis sammendrag

  The title of my seminar is the following: Designing and evaluating mathematical tasks: which task for what purposes? During the seminar I offer insights into my current research concerning the design, the use and the evaluation of mathematical tasks within the TBM-project. My aim is to emphasise the link between the design process of mathematical tasks and the goals for which these are designed. A template for designing and another for evaluating mathematical tasks are presented and, through looking at a particular task, it will be possible to explore the use of these templates. The theoretical frame for the research is Activity Theory.

• Berg, Claire V. (2010). Teaching Better Mathematics: Et eksempel på praktisk anvendelse av teori i klasseromsforskning. Fulltekst i vitenarkiv
• Berg, Claire V. (2010). Mathematics education as a design science: addressing the centrality of designing, implementing and analysing mathematical tasks. Fulltekst i vitenarkiv Vis sammendrag

  The workshop consists of two parts. In the first part an overview of research projects concerning task design and analysis is offered. Here references to several research projects will be given, both in the United States and in Europe, and the aim is to present "the state of the art" in this field. Emphasis is placed on the adopted theoretical frame. In the second part participants are invited to engage with some mathematical tasks. Then we build on the participants' reflections as a means to conduct an analysis of the presented tasks. Finally we try to link the results of our micro-analysis to the wider picture drawn during the first part of the workshop.

• Berg, Claire V. & Hundeland, Per Sigurd (2010). Algebra. Fulltekst i vitenarkiv
• Berg, Claire V. (2009). Designing mathematical tasks: for which purpose? Fulltekst i vitenarkiv
• Berg, Claire V. (2009). What is the relation between algebra and algebraic thinking? and do we need symbols to think algebraically? Fulltekst i vitenarkiv Vis sammendrag

  In this presentation I offer insights emerging from my doctoral thesis related to the development of algebraic thinking within a community of inquiry. The community I studied consisted of three teachers from lower secondary school and a didactician from university (myself). In this presentation, I propose to focus and to investigate into the nature of algebraic thinking and its relation to algebra. The role played by algebraic symbolism is also emphasised. In order to illustrate my purpose, I present examples from my collaboration with the three teachers. In addition I explain briefly how my theoretical framework was elaborated according to the criteria of relevance and coherence and my methodological approach. Implications concerning the way algebra could be addressed in schools and at university level are presented and discussed.

• Berg, Claire V. (2009). Overgang fra verksted til skolen: Hvordan implementerer lærere oppgaver introdusert i prosjektet? Fulltekst i vitenarkiv
• Berg, Claire V. (2009). The T-shirt task: Using a matheamtical task as a means to get insights into the nature of the collaboration between in-service teachers and researchers. Fulltekst i vitenarkiv Vis sammendrag

  During this session I present results of my current research concerning the collaboration between in-service teachers from primary and lower secondary school and researchers from a university. This collaboration is organised around workshops were both teachers and didacticians engage with mathematical tasks designed by the didacticians. More specifically I propose to follow a specific mathematical task from its elaboration by the didacticians to its implementation into the teaching practice of two teachers: one from grade 6, in primary school, and one from grade 8, in lower secondary school. The aim of this presentation is to show and explain the differences between the teachers? way of presenting the task to their pupils. Implications for collaborative work between teachers and didacticians are presented and discussed.

• Berg, Claire V. (2009). The implications of educational research concerning learning in teachers' communities of inquiry Trial lecture for doctoral defense. Fulltekst i vitenarkiv
• Berg, Claire V. (2009). Designing mathematical tasks: for which purpose? Looking at specific tasks as examples. Fulltekst i vitenarkiv
• Berg, Claire V. (2009). Engaging in a doctoral thesis: addressing central issues. Fulltekst i vitenarkiv
• Berg, Claire V. (2009). Funksjonsbegrepet: fra barnehage til videregående skole? Fulltekst i vitenarkiv
• Berg, Claire V. (2009). A contextualized approach to proof and proving in mathematics education : focus on the nature of mathematical tasks. Fulltekst i vitenarkiv Vis sammendrag

  This paper is related to my ongoing research concerning the possibility toenhance teachers? algebraic thinking through the creation and development of acommunity of inquiry. Here I argue for taking into consideration the way the ideaof proof is contextualized within a specific mathematical task. In particular, thisapproach to proof and proving opens for characterizing the nature of amathematical task by focusing on the kind of mathematical objects and the kind ofquestions which are involved in the task. Findings emerging from the analysis ofdata seem to indicate that this distinction might be useful for developing anunderstanding of the different ways the idea of proof is addressed throughdifferent tasks.

• Berg, Claire V. (2009). Teaching Better Mathematics: Presentation of the central ideas from the TBM project. Fulltekst i vitenarkiv
• Berg, Claire V. (2008). Hva er algebra? Forskjell mellom algebra og algebraisk tenkning. Fulltekst i vitenarkiv
• Berg, Claire V. (2008). How can mathematical thinking be characterised according to different theoretical approaches? Fulltekst i vitenarkiv
• Berg, Claire V. (2008). Algebra. Fulltekst i vitenarkiv
• Berg, Claire V. (2008). Mathematics student teachers as participants in a research project: the emergence of critical thinking. Fulltekst i vitenarkiv
• Berg, Claire V.; Johnsen, Veslemøy & Grevholm, Barbro (2006). Student teachers' participation in a research project in mathematics education. Fulltekst i vitenarkiv
• Berg, Claire V.; Grevholm, Barbro & Johnsen, Veslemøy (2006). Forskning under lärarpraktik i matematik. Fulltekst i vitenarkiv
• Berg, Claire V. (2004). The Role of Learning Communities in Mathematics in the Introduction of Alternative Ways of Teaching Algebra. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this article is to address the main themes of my planned PhD thesis. It focuses on the roles of teachers in the teaching and learning of algebra. A five-levels developmental and analytical model is described with different layers of teachers' reflections emerging from this model. It is suggested that engaging teachers in this developmental model may increase awareness concerning the complexity of the teaching situation.

• Berg, Claire V. (2002). Evariste Galois and his first Memoir. Fulltekst i vitenarkiv Vis sammendrag

  This article gives an overview of my M.Sc. thesis about Evariste Galois and his first maniscript. In the first part, I will give a short resume of the life of Galois. The second part will concentrate on Galois' first Memoir and the reception of Galois' work after his death.

• Berg, Claire V. (2009). Developing Algebraic Thinking in a Community of Inquiry : Collaboration between Three Teachers and a Didactician. Universitetet i Agder. ISSN 9788271176570. Fulltekst i vitenarkiv Vis sammendrag

  In this thesis I report from a study of the development of algebraic thinking of three teachers, from lower secondary school, and a didactician from a university in Norway (myself). The thesis offers an account of the relationship between the participants’ development of algebraic thinking and the processes related to the creation and development of a community of inquiry. In addition, the thesis presents elements of the relationship between the teachers’ development of algebraic thinking and their thinking in relation to their teaching practice. My theoretical framework was elaborated according to the criteria of relevance and coherence. In order to conceptualise the participants’ development of algebraic thinking within the community of inquiry, I started from Wenger’s theory of community of practice and expanded it in order to include both the dimension of inquiry and Karpov’s ideas of cognitive and metacognitive mediation. Methodologically, I understand my study as a case study, within a developmental research paradigm, addressing the development of algebraic thinking within a community of inquiry consisting of three teachers and a didactician. The collaboration between the teachers and the didactician was organised through regular mathematical workshops, and interviews with each teacher both before and after classroom observations. During the workshops, the participants engaged with some mathematical tasks which were offered by the didactician. The results of this study indicate that the participants’ development of algebraic thinking is deeply interwoven with the processes related to the creation and development of the community of inquiry. It seems that the participants’ confidence in the community was developing gradually while the confidence in the subject-matter was related to the nature of the mathematical tasks with which the participants engaged. In addition, the study shows how the teachers engaged in a process of both looking critically into their own teaching practice as a consequence of their collaborative engagement within the community of inquiry, and of envisaging possible implications for their future teaching practice. Furthermore, I offer insights into my own development both as a didactician and as a researcher and how these relate to research outcomes. Overall, the thesis contributes to a better understanding of issues related to collaboration between in-service teachers and a didactician from a university, while focusing on the development of algebraic thinking. Implications are also suggested concerning the way algebra could be addressed in schools.

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