Jorunn Reinhardtsen

• Palmer, Helen & Reinhardtsen, Jorunn (2026). Pre-Service Teachers’ Positioning When Facing Curriculum Change: Incorporating Programming in Science and Mathematics Education. Journal of the International Society for Teacher Education. ISSN 1029-5968. 30(1), s. 23–41. doi: 10.26522/jiste.v30i1.5271. Fulltekst i vitenarkiv Vis sammendrag

  This study explores pre-service teachers' (PSTs) storylines regarding their engagement with programming as a new component of mathematics and science education in Norwegian schools. To familiarize fourth-year PSTs with programming and exploratory teaching approaches, a 4-week period of experiential learning was conducted. Designed to elicit reflection on the role of the teacher, this 4-week period culminated in the PSTs working in groups to plan and deliver instruction for high school students. We have used narrative inquiry to investigate the positioning of PSTs regarding programming, the use of programming in teaching, and exploratory approaches to teaching programming. The study is based on the weekly reflection logs of nine PSTs. In this paper, we chose one PST (we called Thor, Linn, and Hans) from each group and narrated how their positioning unfolded over the four weeks. Understanding PSTs’ positioning when faced with changing curricula may help teacher educators in supporting prospective teachers.

• Wiik, Anders E.; Reinhardtsen, Jorunn & Raen, Kristina Markussen (2026). Experiences of Fairness in Assessment of Mathematical Modeling Portfolios: Developing Criteria in Collaboration with Preservice Teachers. Journal of the International Society for Teacher Education. ISSN 1029-5968. 30(1), s. 42–62. doi: 10.26522/jiste.v30i1.5270. Fulltekst i vitenarkiv Vis sammendrag

  This paper addresses fairness of assessment in the context of a developmental project to improve teaching and learning in an introductory mathematical modeling course for preservice teachers (PSTs). Their learning was assessed through a portfolio, and the PSTs and lecturers co-developed the assessment criteria for this portfolio. Through classroom observations and a survey, we analyzed the portfolio assessment and the students’ experiences of the unit in terms of fairness. We conceptualized fairness in terms of coherence and tensions among task demands, opportunities for learning, and transparent assessment. The results indicate that the co-developed assessment criteria were accessible and useful for the PSTs. Together with the portfolio format, the criteria were instrumental in achieving a high level of coherence among task demands, learning opportunities, and transparent assessment.

• Reinhardtsen, Jorunn & Carlsen, Martin (2025). A 6th grade teacher’s and students’ togethering in the algebra classroom: A process of overcoming emerging dialectical contradictions. I Bosch, Marianna; Bolondi, Giorgio; Carreira, Susana; Spagnolo, Camilla & Gaidoschik, Michael (Red.), 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. s. 486–493. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this paper is to shed light on the sociocultural process of togethering as a teacher and students in the middle-school classroom attune to each other as they generalize patterns. We address this issue through analyses of data from a Californian 6th grade algebra classroom. Learning algebra is multifaceted because the students are expected to shift their reasoning with respect to both form and function, i.e. from arithmetic to algebra syntax (form) and from calculational to analytical (function). It is crucial to the development of algebraic thinking that students shift from inductive work with numbers and manipulatives to the formulation of deductive arguments. In this paper we discuss how togethering manifests itself as dialectic contradictions in this shift, in terms of how emotions and meaning making permeate the space of joint action in the classroom.

• Lien, Beate; Sødal, Amalie; Reinhardtsen, Jorunn & Carlsen, Martin (2025). Pre-service teachers’ developing professional identity as mathematics teachers – a theoretical perspective. I Bosch, Marianna; Bolondi, Giorgio; Carreira, Susana; Spagnolo, Camilla & Gaidoschik, Michael (Red.), 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. s. 2816–2823. doi: https:/hal.science/hal-05334902/. Fulltekst i vitenarkiv Vis sammendrag

  In this paper we will launch the theoretical perspective Patterns of Participation as a lens to study pre-service teachers’ developing professional identity as secondary mathematics teachers, through the notions of being, becoming, and belonging. It is documented in the research literature that pre-service teachers experience a gap between the university and the school as learning contexts. In our study we address tensions that manifest themselves in the development of professional identity, as the pre-service teachers participate in these two learning contexts. Furthermore, we introduce the idea of a resource bank, theorised as a boundary object between these contexts. Drawing on an example from another study, we argue that by reflecting on the content of a resource bank, one pre-service teacher testifies her being, becoming and belonging.

• Reinhardtsen, Jorunn; Opheim, Linda Gurvin & Carlsen, Martin (2025). Developing algebra learning-teaching activities in collaboration with teachers in middle school. I 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 (Red.), 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. s. 297–305. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Kanwal, Shaista & Reinhardtsen, Jorunn (2025). “But like all models, it has its limitations”— Pre-service teachers’ evaluation of validity of mathematical models. I 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 (Red.), 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. s. 217–224. Fulltekst i vitenarkiv
• Kaloutsi, Konstantina; Reinhardtsen, Jorunn & Carlsen, Martin (2023). Designing mathematical tasks to promote preservice teachers’ algebraic reasoning and argumentation. I Drijvers, Paul; Csapodi, Csaba; Palmer, Hanna; Gosztonyi, Katalin & Kónya, Eszter (Red.), Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISSN 9789637031045. s. 568–575. Fulltekst i vitenarkiv
• Hewitt, Dave; Chimoni, Maria; Kilhamn, Cecilia; Radford, Luis & Reinhardtsen, Jorunn (2023). An introduction to TWG3: Algebraic thinking. I Drijvers, Paul; Csapodi, Csaba; Palmer, Hanna; Gosztonyi, Katalin & Kónya, Eszter (Red.), Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISSN 9789637031045. Fulltekst i vitenarkiv
• Reinhardtsen, Jorunn & Carlsen, Martin (2022). Calculational and analytical perspectives in introductory algebra: a theoretical contribution. I Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica & Ferretti, Federica (Red.), Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education. ISSN 9791221025378. s. 596–603. Fulltekst i vitenarkiv
• Hewitt, Dave; Chimoni, Maria; Kilhamn, Cecilia; Radford, Luis & Reinhardtsen, Jorunn (2022). Algebraic thinking. I Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica & Ferretti, Federica (Red.), Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education. ISSN 9791221025378. s. 1–4. Fulltekst i vitenarkiv
• Reinhardtsen, Jorunn & Givvin, Karen B. (2019). The fifth lesson: Students' responses to a patterning task across the four countries. I Kilhamn, Cecilia & Säljö, Roger (Red.), Encountering algebra. A comparative study of classrooms in Finland, Norway, Sweden, and the USA. Springer Nature. ISSN 9783030175764. s. 165–234. doi: 10.1007/978-3-030-17577-1_8. Fulltekst i vitenarkiv
• Wathne, Unni; Reinhardtsen, Jorunn; Borgersen, Hans Erik & Cestari, Maria Luiza (2019). Designed examples as mediating tools: Introductory algebra in two Norwegian grade 8 classrooms. I Kilhamn, Cecilia & Säljö, Roger (Red.), Encountering algebra. A comparative study of classrooms in Finland, Norway, Sweden, and the USA. Springer Nature. ISSN 9783030175764. s. 71–109. doi: 10.1007/978-3-030-17577-1_5. Fulltekst i vitenarkiv
• Wathne, Unni; Reinhardtsen, Jorunn & Cestari, Maria Luiza (2013). Introductory lessons on algebra: A Video Study (Videomat). 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. 576–577. Fulltekst i vitenarkiv
• Reinhardtsen, Jorunn; Carlsen, Martin & Säljö, Roger (2007). Capturing learning in classroom interaction in mathematics: Methodological considerations. 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. 1475–1481. 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.

Se alle arbeider i NVA

• Wiik, Anders; Reinhardtsen, Jorunn & Raen, Kristina Markussen (2025). Experiences of Developing Assessment Criteria for Mathematical Modelling Portfolios in Collaboration with Pre-service Teachers. Fulltekst i vitenarkiv
• Palmer, Helen Suzanne & Reinhardtsen, Jorunn (2025). Investigating the positioning of preservice teachers regarding the incorporation of programming in mathematics and science education. Fulltekst i vitenarkiv
• Kanwal, Shaista & Reinhardtsen, Jorunn (2024). “But like all models, it has its limitations”— Pre-service teachers’ evaluation of validity of mathematical models. Fulltekst i vitenarkiv
• Reinhardtsen, Jorunn & Opheim, Linda Gurvin (2023). Developing algebra learning teaching activities in cooperation with teachers in middle school. Fulltekst i vitenarkiv
• Reinhardtsen, Jorunn & Carlsen, Martin (2022). Calculational and analytical perspectives in introductory algebra: a theoretical contribution. Fulltekst i vitenarkiv
• Reinhardtsen, Jorunn (2015). Capturing learning in classroom interaction in mathematics: Methodological considerations. Fulltekst i vitenarkiv
• Wathne, Unni; Reinhardtsen, Jorunn & Cestari, Maria Luiza (2013). Videomat – Introduction of algebra in Norwegian classrooms. Fulltekst i vitenarkiv
• Reinhardtsen, Jorunn (2020). Student meaning making in elementary algebra teaching : An in-depth study of classrooms in four countries. Universitetet i Agder. ISSN 9788271179588. Fulltekst i vitenarkiv Vis sammendrag

  The research presented in this thesis is based on observations and analyses of classroom data from four countries. The data were collected through a collaboration of local research teams in Finland, Norway, Sweden and the USA (California) and the shared topic of interest is the learning of elementary algebra. This thesis is concerned with the meaning making of students as they are introduced to, and engage in, tasks, symbols and ideas belonging to the highly abstract discourse of algebra. Further, as a response to the complexity of classroom learning, the thesis also seeks to advance analytical approaches for studying algebraic thinking.

Se alle arbeider i NVA