Ioannis Liakos
Ph.d.-kandidat
Shaista Kanwal
Ph.d.-kandidat
Amrit Bahadur Poudel
Ph.d.-kandidat
Yusuf Feyisara Zakariya
Ph.d.-kandidat
Helge Ingvart Fredriksen
Ph.d.-kandidat og universitetslektor
Journal articles, books, chapters & published proceedings
1. Amani, A., Alamolhodaei, H., Ghanbari, R. & Radmehr, F. (2020). An epidemiological model for predicting students’ mathematics anxiety. Journal of Interdisciplinary Mathematics.
https://doi.org/10.1080/09720502.2020.1786938
2. Brodahl, Cornelia; Larson, Niclas; Wathne, Unni; Bjørkestøl, Kirsten (2020). Developing further support for in-service teachers’ implementation of a reasoning-and-proving activity and their identification of students’ level of mathematical argumentation. Journal of the International Society for Teacher Education. ISSN: 1029-5968. 24 (2). s 73 - 87.
3. Farsani, Danyal; Radmehr, Farzad; Alizadeh, Mohadaseh; Zakariya, Yusuf F. (2020). Unpacking the black-box of students’ visual attention in Mathematics and English classrooms: Empirical evidence using mini-video recording gadgets. Journal of Computer Assisted Learning. ISSN: 0266-4909. s 1 - 9. doi:10.1111/jcal.12522.
4. Farsani, D., Radmehr, F., Alizadeh, M., & Zakariya, Y. F. (2020). Unpacking the black-box of students’ visual attention in Mathematics and English classrooms: Empirical evidence using minivideo recording gadgets. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12522
5. Ginga, Umar A.; Zakariya, Yusuf F. (2020). Impact of a Social Constructivist Instructional Strategy on Performance in Algebra with a Focus on Secondary School Students. Education Research
International. ISSN: 2090-4002. doi:10.1155/2020/3606490.
6. Goodchild, Simon; Apkarian, Naneh; Rasmussen, Chris; Katz, Brian (2020). Critical stance within a community of inquiry in an advanced mathematics course for pre-service teachers. Journal of Mathematics Teacher Education. ISSN: 1386-4416. doi:10.1007/s10857-020-09456-2.
7. Helge Fredriksen. Investigating the affordances of a flipped mathematics classroom from an activity theoretical perspective. Teaching Mathematics and its Applications, 2020a. ISSN ISSN 0268-3679. doi: 10.1093/teamat/hraa011.
8. Helge Fredriksen. Exploring realistic mathematics education in a flipped classroom context at the tertiary level. International Journal of Science and Mathematics Education, 2020b. ISSN 1571-0068. doi: 10.1007/s10763-020-10053-1
9. Helge Fredriksen and Said Hadjerrouit. Exploring engineering students’ participation in flipped mathematics classroom: A discursive approach. Nordisk matematikkdidaktikk, pages 45 – 64, 2020. ISSN 1104-2176.
10. Kolahdouz, F., Radmehr, F. & Alamolhodaei, H. (2020). Exploring students’ proof comprehension of the Cauchy Generalized Mean Value Theorem. Teaching Mathematics and its Applications: An International Journal of the IMA, 39, 213-235.
11. Nedaei, M., Radmehr, F., & Drake, M. (2021). Exploring undergraduate engineering students’ mathematical problem posing: The case of the integral-area relationship in integral calculus. Mathematical Thinking and Learning. https://doi.org/10.1080/10986065.2020.1858516
12. Nilsen, Hans Kristian (2020). First-year university students making sense of symbols in integration. International Network for Didactic Research in University Mathematics : INDRUM. ISSN: 2496-1027. s 248 - 257.
13. Radmehr, F., Nedaei, M., & Drake, M. (2020). Introducing an elective mathematics education course for mathematics majors. Problems, Resources, and Issues in Mathematics Undergraduate
Studies, https://doi.org/10.1080/10511970.2020.1856247
14. Radmehr, F., Laban, W., Overton, J. & Bakker, L. (2020). Student perceptions of effective lecturers: The need to recognize the role of ethnicity and choice of discipline. Higher Education Research & Development, 39(2), 302-317.
15. Radmehr, F., & Drake, M. (2020). Exploring students’ metacognitive knowledge: The case of integral calculus, Education Sciences, 10(3), 55; https://doi.org/10.3390/educsci10030055
16. Radmehr, F., & Vos, P. (2020). Issues and challenges for 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 forwards. (pp. 437-462). New York: Nova Science Publishers. https://novapublishers.com/shop/science-and-mathematics-education-for-21st-century-citizens-challenges-and-ways-forwards/
17. Radmehr, F. Nedaei, M., & Drake. M. (2020). Exploring undergraduate engineering students’ competencies and attitudes towards mathematical problem posing in integral calculus. In T. Hausberger, M. Bosch & F. Chelloughi (Eds.), Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020) (pp. 258-267). Bizerte, Tunisia: University of Carthage and INDRUM
18. Rensaa Ragnhild Johanne, Hogstad Ninni Marie, and Monaghan John David. Perspectives and reflections on teaching linear algebra. Teach- ing Mathematics and its Applications, 2020. ISSN
ISSN: 0268-3679. doi: doi:10.1093/teamat/hraa002.
19. Svitlana Rogovchenko, Yuriy Rogovchenko, and Stephanie Treffert- Thomas. The use of nonstandard problems in an ordinary differ- ential equations course for engineering students reveals commogni- tive conflicts. Proceedings of the Annual Conference on Research in
20. Undergraduate Mathematics Education (RUME), pages 1141 – 1145, 2020a. ISSN 2474-9346.
21. Yuriy Rogovchenko, Olov Lui Viirman, and Stephanie Treffert-Thomas. Joy of Mathematical Modelling: A Forgotten Perspective? Springer Nature, 2020b. ISBN 978-3-030-37672-7.
22. Salavati Nejad, N. Alamolhodaei, H., & Radmehr, F. (2020). Toward a model for students’ combinatorial thinking. The Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2020.100823
23. Matt K. Voigt, Helge Fredriksen, and Chris Rasmussen. Leveraging the design heuristics of realistic mathematics education and culturally responsive pedagogy to create a richer flipped classroom calculus curriculum. ZDM: Mathematics Education, 2020. ISSN 1863-9690. doi: 10.1007/s11858-019-01124-x.
24. Vos Pauline, Dallas Markos, Poudel Amrit Bahadur, and F. LeRon Shults. Using social simulations in interdisciplinary primary education - an expert appraisal. advances in social simulation. looking in the mirror. Springer Nature, 45:451 – 456, 2020.
25. Zakariya, Yusuf F.; Massimiliano, Barattucci (2021). Development of mathematics motivation scale: A preliminary exploratory study with a focus on secondary school students. International
Journal of Progressive Education. ISSN: 1554-5210. 17 (1). s 314 - 324. doi:10.29329/ijpe.2020.329.20.
26. Zakariya, Yusuf F.; Nilsen, Hans Kristian; Goodchild, Simon; Bjørkestøl, Kirsten (2020). Assessing first-year engineering students’ pre-university mathematics knowledge: Preliminary validity
results based on an item response theory model. Journal of Technology and Science Education (JOTSE). ISSN: 2014-5349. 10 (2). s 259 - 270. doi:10.3926/jotse.1017.
27. Zakariya, Yusuf F. (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. ISSN: 2196-7822. 7 (1). s 1 - 12. doi:10.1186/s40594-020-00209-4.
28. Zakariya, Yusuf F. (2020). Exposing Empirical Links between COVID-19 Situation Report and Available Data: The Case of Nigeria. Diseases. ISSN: 2079-9721. 8 (4). doi:10.3390/diseases8040038.
29. Zakariya, Yusuf F.; Nilsen, Hans Kristian; Bjørkestøl, Kirsten; Goodchild, Simon (2020). Impact of attitude on approaches to learning mathematics: a structural equation modelling approach.
Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics. University of Carthage and INDRUM. TWG2. s 268 - 277.
30. Zakariya, Yusuf F. (2020). Investigating Some Construct Validity Threats to TALIS 2018 Teacher Job Satisfaction Scale: Implications for Social Science Researchers and Practitioners. Social
Sciences. ISSN: 2076-0760. 9 (4). doi:10.3390/socsci9040038.
31. Zakariya, Yusuf F. (2020). Investigating some construct validity threats to TALIS 2018 teacher job satisfaction scale: Implications for social science researchers and practitioners. Social Sciences. ISSN: 2076-0760. 9 (4). doi:10.3390/SOCSCI9040038.
32. Zakariya, Yusuf F.; Nilsen, Hans Kristian; Goodchild, Simon; Bjørkestøl, Kirsten (2020). Selfefficacy and approaches to learning mathematics among engineering students: empirical
evidence for potential causal relations. International Journal of Mathematical Education in Science and Technology. ISSN: 0020-739X. s 1 - 16. doi:10.1080/0020739X.2020.1783006.
33. Zakariya, Yusuf F. (2020). Self-efficacy between previous and current mathematics performance of undergraduate students: an instrumental variable approach to exposing a causal
relationship. Frontiers in Psychology. ISSN: 1664-1078. 11s 1 - 11. doi:10.3389/fpsyg.2020.556607.
34. Zakariya, Yusuf F.; Nilsen, Hans Kristian; Bjørkestøl, Kirsten; Goodchild, Simon (2020). Singular and combined effects of learning approaches, self-efficacy and prior knowledge on university students’ performance in mathematics. Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education (RUME). ISSN: 2474-9346. s 1003 - 1009.
35. Zakariya, Yusuf F.; Bjørkestøl, Kirsten; Nilsen, Hans Kristian (2020). Teacher job satisfaction across 38 countries and economies: An alignment optimization approach to a cross-cultural mean
comparison. International Journal of Educational Research. ISSN: 0883-0355. 101doi:10.1016/j.ijer.2020.101573.
Chronicles
36. Langford Malcolm, Larsen Johanne Maria Rohde, Vandvik Vigdis, Vabø Ørjan Sørstrønen, Sindre Guttorm, Thomas Gjesteland, Samir Havin, Malthe-Sørensen Anders, Bakke Jostein, and Vestre Judith Margrete. Aune-utvalget vil gi bråstopp i utviklingen av gode vurderingsformer. Khrono.no, 2020.
37. Linda Opheim. Algebra er en grunnleggende kompetanse. Fædrelandsvennen, 2020.
Note: some publications from earlier years are listed below because they have not been included in
previous annual reports.
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.
Bjørkestøl, K., & Nyberg, S.O.G (2019). Bruk av podcasts i matematikk ved et universitet og analyse av eksamensresultat. Nordic Journal of STEM Education, 3(1), 116-120.
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, https://doi.org/10.1080/0020739X.2019.1688404
Bosch, M., Chevallard, Y., García, F. J., & Monaghan, J. (Eds.) (2019). Working with the Anthropological Theory of the Didactic in Mathematics Education: A Comprehensive Casebook. Routledge.
Dreyfus, T., Monaghan, J. & Nardi, E. (2019). Introduction in Calculus in upper secondary and beginning university mathematics. Proceedings of the conference Calculus in upper secondary and beginning university mathematics, University of Agder, Norway. Available at https://matriccalculus.sciencesconf.org/
Dreyfus, T., Monaghan, J. & Nardi, E. (Eds.) (2019). Calculus in upper secondary and beginning university mathematics. Proceedings of the conference Calculus in upper secondary and beginning university mathematics, University of Agder, Norway. Available at https://matriccalculus. sciencesconf.org/
Drijvers, P.; Monaghan, J.; …, Hadjerrouit, S., et al. (2019). Transitions Toward Digital Resources: Change, Invariance, and Orchestration. In: Trouche, L., Gueudet, G., & Pepin, P. (ed.). The ‘Resource’ Approach to Mathematics Education (pp. 389-444). Advances in Mathematics Education. Springer, Berlin.
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. Fredriksen, H. (2020). Exploring Realistic Mathematics Education in a Flipped Classroom Context at the Tertiary Level. International Journal of Science and Mathematics Education. doi:10.1007/s10763-020-10053-1
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, 1-22. doi:10.1080/0020739X.2019.1591533
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 2019, 1-11.
Gjesteland, T. & 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. Chamberlin (Ed.) and B. Sriraman (Ed.) Affect in Mathematical Modeling ISBN: 978-3-030-04431-2, Springer Publishing Company.
Hadjerrouit, S. (2019). Investigating the affordances and constraints of SimReal for mathematical learning: A case study in teacher education. CSEDU 2019 - Proceedings of the 11th International
Conference on Computer Supported Education, Vol. 2. SciTePress 2019, pp. 27-37.
Hansen, R., Herheim, R. & Lilland, I.E. (2018). Teachers’ mathematical discussions of the Body Mass Index formula. In E. Noren, H. Palmer & A. Cooke (Eds.), Nordic Research in Mathematics Education. Papers of NORMA 17. The Eighth Nordic Conference on Mathematics Education. Skrifter från SMDF, Nr 12 (pp. 249-258). Göteborg: Svensk Förening för MatematikDidaktisk Forskning.
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 D. Ifenthaler, P., Isaías, J. M., Spector, & PP. Stylianos (Ed.). Learning Technologies for transforming Teaching, Learning and Assessment at Large Scale (pp.71-89). Springer, Berlin.
Hernandez-Martinez, P., Thomas, S., Viirman, O. & Rogovchenko, Y. (2019). ‘I’m still making dots for them’: mathematics lecturers’ views on their mathematical modelling practices. International Journal of Mathematical Education in Science and Technology. DOI: 10.1080/0020739X.2019.1668977
Heyd-Metzuyanim, E., Adler, J., Lavie, I., Nachlieli, T., Tabach, M., Robertson, S.-A., Graven, M., & Viirman, O. (2019). Research Forum: Rituals and explorations in mathematical teaching and learning. In M. Graven, H. Venkat, A. Essien, & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 137-164). Pretoria, South Africa: PME.
Kacerja, S. & Herheim, R. (2019, February). Mathematics teachers’ critical colleagueship. In U. Jankvist, M. Van den Heuvel Panhuizen & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 3384-3391). Utrecht, NL: University of Utrecht.
Kacerja, S., Rangnes, T. E., Herheim, R., Pohl, M, Lilland, I. E., & Hansen, R. (2017). Stimulating critical mathematical discussions in teacher education: use of indices such as the BMI as entry points. Nordisk matematikkdidaktikk, 22(4), 43-59.
Kanwal, S. (2019). Exploring affordances of an online environment: a case-study of electronics engineering undergraduate students’ activity in mathematics. International Journal of Research in
Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-019-00100-w.
Kolahdouz, F., Radmehr, F. & Alamolhodaei, H. (2019). Exploring students’ proof comprehension of the Cauchy Generalized Mean Value Theorem. Teaching Mathematics and its Applications: An International Journal of the IMA, https://doi.org/10.1093/teamat/hrz016
Meaney, T., Trinick, T., & Fairhall, U. (2019). Statistical enquiry and cultural knowledge: Ocean settlement voyages. Journal of Mathematics and Culture, 13(1), 80-99.
Monaghan, J. (2019). The place of limits in elementary calculus courses. Calculus in upper secondary and beginning university mathematics, 82. Proceedings of the conference Calculus in upper secondary and beginning university mathematics, University of Agder, Norway. Available at https://matriccalculus. sciencesconf.org/
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/
Nilsen, H.K. (2019). First-year university students' interpretation of praxeology when solving an integration task. Presentation held at the 43rd Conference of the International Group for the Psychology of Mathematics Education (PME), Pretoria, South Africa.
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.
Rangnes, T., Herheim, R. & Kacerja, S. (2018). In-service teachers’ positioning when discussing the body mass index. In E. Noren, H. Palmer & A. Cooke (Eds.), Nordic Research in Mathematics Education. Papers of NORMA 17. The Eighth Nordic Conference on Mathematics Education. Skrifter från SMDF, Nr 12 (pp. 289-298). Göteborg: Svensk Förening för MatematikDidaktisk Forskning.
Rensaa, R. J., Hogstad, N. M., & Monaghan, J. (2019). Themes within lecturers’ views on the teaching of linear algebra. International Journal of Mathematical Education in Science and Technology. Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/0020739X.2019.1668976?needAccess=true. doi:10.1080/0020739X.2019.1668976
Rogovchenko, Y., Viirman, O., & Treffert-Thomas, S., (2020). Joy of Mathematical Modelling: A Forgotten Perspective? In G. Stillman, G. Kaiser & C.E. Lampen, Mathematical Modelling Education and Sense-making. Springer (in press) ISBN:978-3-030-37672-7
Tetaj, F. & Viirman, O. (in press). A case study on mathematical routines in undergraduate biology students’ group-work. To appear in Proceedings of CERME11.
Viirman, O. & Nardi, V. (2019). Negotiating different disciplinary discourses: Biology students’ ritualized and exploratory participation in Mathematical Modelling activities. Educational Studies in Mathematics, 101, 233-252.
Voigt, M., Fredriksen, H., & Rasmussen, C. (2020). Leveraging the design heuristics of realistic mathematics education and culturally responsive pedagogy to create a richer flipped classroom calculus curriculum. ZDM. doi:10.1007/s11858-019-01124-x
Zakariya, Y. F. (2019). Study approaches in higher education mathematics: Investigating the statistical behaviour of an instrument translated into Norwegian. Education Sciences, 9(3), 191. doi:10.3390/educsci9030191
Zakariya, Y. F., Bjørkestøl, K., Nilsen, H. K., Goodchild, S., & Lorås (2020). University students' learning approaches: an adaptation of the revised two-factor study process questionnaire to Norwegian. Studies in Educational Evaluation, 64, 1-10. doi:10.1016/j.stueduc.2019.100816
Zakariya, Y. F., 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
Bjørkestøl, K. (2019). The use of podcasts in mathematics by a university and the analysis of exam results from 3 years. Presentation held at the Monday seminar, Department of Mathematics,
Kristiansand, Norway.
Bjørkestøl, K., Borge, I. C., Goodchild, S., Nilsen, H.K., & Tonheim, O. H. M (2019). Student-active learning in mathematics: Operationalisation of ‘constructive alignment’. Presentation held at the MNT conference, Tromsø, Norway.
Bjørkestøl, K., Borge, I. C., Goodchild, S., Nilsen, H.K., & Tonheim, O. H. M (2019). Student-active learning in mathematics: Operationalisation of ‘constructive alignment’. Presentation held at the NMR annual meeting, Stavanger, Norway.
Bjørkestøl, K., Goodchild, S., Nilsen, H.K. (2019). Developing a survey instrument to explore the incidence of active learning approaches in higher mathematics education. Presentation held at the
Monday seminar, Department of Mathematics, Kristiansand, Norway.
Bjørkestøl, K., & Nyberg, S.O.G. (2019). Bruk av podcasts i matematikk ved et universitet og analyse av eksamensresultat. Presentation held at the MNT conference, Tromsø, Norway.
Brekke, M. (2019, April 29-30). Establishment of a new Norwegian STACK community within MatRIC. Putting educational research into practice in HE Mathematics and Statistics teaching, ICMS –
International Centre for Mathematical Sciences, Edinburgh, University of Edinburgh. https://www.icms.org.uk/perpstack.php
Brekke, M. (2019, February 21-22). Student Active Learning in Mathematics and Statistic at University of Agder (UiA). How do we implement programming to our engineering students? Keynote by Morten Brekke from University of Agder and following panel discussion. ASIM - FG Edu Fachgruppensitzung ASIM Workshop – Simulation of technical systems / Basics and methods of modelling and simulation, Braunschweig. https://www.asim-gi.org/publikationen/asim-fg-workshops/detail/tagungsband-asimworkshop-sts-gmms-2019
Brekke, M. (2019, January 3). ”Utfordringer med å nå de matematiske kompetansemål”. Workshop Nasjonale retningslinjer for ingeniørutdanning. Universitets og Høgskolerådet, Gardermoen.
Brekke, M. (2019, June 13-14) Pre-university mathematics courses are not rocket science – they would be so much easier if they were! MatRIC-khdm International Workshop on Support for Students in Mathematics in the First Year of University Studies. Leibniz University Hannover. https://www.matric.no/events/31
Brekke, M. (2019, March 28-29). Utvikling og oversetting av selvrettende oppgaver fra STACK for å bedre studentenes læring i matematikk. The Nordic Conference for STEM Recruitment, Tromsø, https://doi.org/10.5324/njsteme.v3i1.2992
Brekke, M. (2019, May 22). Blended Learning in Calculus. Webinar Pearson Education. https://docs.google.com/forms/d/e/1FAIpQLSfOwu0m9jGERjCbzzbRS4LQjz3H4cmLMm0IQYB6cfZxndW
iFQ/viewfor
Kacerja, S. (2018, April). Bærekraftig utvikling i undervisning og forskning- det kritiske perspektivet i matematikkdidaktikk- indekser som et eksempel [Paper presentation]. Bærekraftig utvikling ved HVLhvor står vi, hvor går vi?. Bergen, NO.
Kacerja, S. (2018, June). Indekser og kritisk matematikkdidaktikk. Halvdagsseminar for Argument prosjektet - samarbeid mellom UiB, HVL, Skolelaboratorien og Bergen Kommune. UiB, Bergen.
Kacerja, S. (2018, June). Teacher educators’ critical colleagueship in developing mathematics teaching about the Body Mass Index. Paper presented at the NOMUS XVI seminar, Bergen.
Kacerja, S. (2018, March). Indices and critical mathematics education. Guest lecture for mathematics student teachers and staff. University of the Western Cape, South Africa.
Kacerja, S. (2019, March). Critical competence in mathematics with existing mathematical models, such as BMI. Guest lecture for in-service teachers of mathematics (CPD). LEDIMTALI, University of the Western Cape, South Africa, 05.04.2019.
Kacerja, S., Rangnes, T. E., & Lilland, I. E. (2018, March). Stimulating critical mathematical discussions in teacher education: examples from our work with indexes. Guest lecture for the staff of Faculty of Education, University of the Western Cape, South Africa.
Larson, N. (2019, March 28–29). Comparative judgement as a learning activity [Paper presentation]. MNT Conference 2019, Tromsø, Norway. https://doi.org/10.5324/njsteme.v3i1.2992
Nilsen, H. K. & Gjesteland, T. (2019, June 13-14) How do we get active students? Students enjoying transformed and improved learning experiences of mathematics in higher education. [Paper presentation] MatRIC-khdm International Workshop on Support for Students in Mathematics in the First Year of University Studies. Leibniz University Hannover, Germany.
Nilsen, H.K. (2018). Students perception of integrals and their use of different learning resources. Presentation held at the Monday seminar, Department of Mathematics, Kristiansand, Norway.
Nilsen, H.K. (2019). First-year engineering students’ reflections on the Fundamental Theorem of Calculus. Presentation held the MatRIC conference on Calculus in Upper Secondary and Beginning University Mathematics, Kristiansand, Norway.
Nilsen, H.K. (2019). First-year engineering students’ reflections on integration and the Fundamental Theorem of Calculus. Presentation held at the Monday seminar, Department of Mathematics, Kristiansand, Norway.
Rangnes, T. E., Herheim, R. & Kacerja, S. (2017, September). Læreres posisjonering når de diskuterer indekser og BMI [Paper presentation]. Etterutdanningskonferanse for lærerutdannarar i matematikk. UiS, NO.
Rogovchenko, S. (2019, February 13-14). Exploration routines in a Differential Equations course: students’ work with non-standard problems. The 1st International Commognitive Workshop, Haifa, Israel. https://edu.technion.ac.il/wp-content/uploads/sites/35/2019/02/The-1st-International-Commognitive-Workshop_Program.pdf
Rogovchenko, S. (2019, July 21-26). Mathematical modelling tasks in an ODE course: a commognitive perspective. The 19th International Conference on the Teaching of Mathematical Modelling and Applications. Hong Kong, PR China. https://www.ictma19.org/daily-program-schedule
Rogovchenko, Y. (2019, July 21-26). Mathematical modelling activity with biology undergraduates. The 19th International Conference on the Teaching of Mathematical Modelling and Applications. Hong Kong, PR China. https://www.ictma19.org/daily-program-schedule
Abboud, M., Goodchild, S., Jaworski, B., Potari, D., Robert, & A., Rogalski, J. (2018). Use of activity theory to make sense of mathematics teaching: A dialogue between perspectives. Annales de Didactique et de Sciences Cognitives ;Vol. Spécial English-French: p. 61-92.
Brekke, M. (2018). Deling av god utdanningspraksis i matematikk på tvers av institusjoner. Pulslunsj, Kristiansand, Universitetet i Agder.
Brekke, M. (2018). Development of new content in Mathematics for pre-Calculus students using STACK at University of Agder. Paper presented at the 1st Annual Stack Conference, Fürth, Germany. https://www.stack-konferenz.de/
Brekke, M. (2018). Erfaringer med Digital eksamen innen tekniske fag. Konferanse om norsk 3 årig ingeniørutdanning med vekt på tema innen kjemi og matematikk, Forskerforbundet. Bergen, Høgskolen på Vestlandet.
Brekke, M. (2018). Presentasjon av MatRIC. Utdanningsseminar "Mot fremragende fagmiljø innen MNTutdanning på TN", Stavanger, Universitetet i Stavanger. https://ansatt.uis.no/aktuelt/article122850-2955.html
Brekke, M. (2018). New pre-Courses in Mathematics for Economy and Engineering using e-Assessment, supported by MatRIC. E-Assessment in Mathematical Sciences – EAMS Concerence 2018, Newcastle, Newcastle University. https://eams.ncl.ac.uk/
Brekke, M. (2018). Teaching Mathematics for Engineers as the Norwegian National Framework suggests – is it possible? Keynote at the 19th SEFI-MWG European Seminar on Mathematics in Engineering Education, Coimbra, Coimbra Institute of Engineering. https://www.isec.pt/eventos/SEFIMWG2017/Default.aspx
Brekke, M. (2018). Teaching Mathematics for Engineers using short videos and Digital assessment tools. Instead – II Workshop on Innovative Teaching Methodologies for Math Courses on Engineering degrees, Porto, Instituto Superior de Engenharia do Porto (ISEP). http://www.isep.ipp.pt/Page/ViewPage/WorkshopII
Durand-Guerrier, V., Hochmuth, R., Goodchild, S., & Hogstad, N.M. (Eds.) (2018), Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018). Kristiansand, Norway: University of Agder and INDRUM.
Fredriksen, H. (2018). An exploration of teaching and learning activities in flipped mathematics classrooms for engineers. Seminar for researchers and students at “Centre for Research In Mathematics and Science Education” at San Diego State University: 2018-09-24
Farstad, W., & Fredriksen, H. (2018). Samkjøring av undervisning for campus, fjerncampus og nettstudenter, praktiske erfaringer. Konferanse-foredrag på «Rom foraktive studenter» ved UiT-Tromsø 2018-11-29 - 2018-11-30.
Fredriksen, H. (2018). Analyzing tasks for the Flipped Classroom from the perspective of Realistic Mathematical Education. MatRIC seminar, Athens, 22nd to 24th of May 2018.
Gjesteland T., Vos P., & Wold M. (2018). Mathematical modelling and activation – a study on a large class, a project-based task and students’ flow (2018). In V. Durand-Guerrier, R. Hochmuth, S. Goodchild, & N.M. Hogstad (Eds.), Proceedings of the Second Conference of the International Network for Didactical Research in University Mathematics. (pp. 175 – 184). Kristiansand, Norway: University of Agder. Kristiansand, Norway: University of Agder and INDRUM.
Gjesteland, T., Wold, M., & Vos, P. (2018). Students experiencing flow in a mathematical modelling task. MatRIC conference 17.-18. Sept 2018
Goodchild, S. (2018). Students enjoying transformed and improved learning experiences of mathematics in higher education. Presentation to UHR-MNT meeting Bergen April 26, 2018.
Goodchild, S. (2018). Introduction to MatRIC. Presentation to NMR meeting Oslo September 20, 2018. Goodchild, S. (2018). Mathematics teaching development in higher education. Presentation to PhD Workshop/seminar Athens May 23-24, 2018.
Goodchild, S. (2018). MatRIC, a Norwegian centre for excellence in mathematics higher education – foundation, paradigms and research. Presentation at research seminar Copenhagen University March 7, 2018.
Hadjerrouit, S., Gautestad, H. H. (2018). Using the visualization tool SimReal to orchestrate mathematical teaching for engineering students. IEEE Global Engineering Education Conference, EDUCON;Vol. 2018-April: 38-42
Hillesund, E. (2018). Using schematic representation of resource systems to examine how first year engineering students use resources in their studies of mathematics. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild, & N.M. Hogstad (Eds.), Proceedings of the Second Conference of the International Network for Didactical Research in University Mathematics. (pp. 185-186). Kristiansand, Norway: University of Agder. Kristiansand, Norway: University of Agder and INDRUM.
Hillesund, E. (2018). Using an app to collect data on students’ use of resources for learning mathematics. In Gitirana, V., Miyakawa, T., Rafalska, M., Soury-Lavergne, S., & Trouche, L. (Eds.), Proceedings of Re(s)sources 2018 International Conferens ENS de Lyon May 2018 (pp. 283-287). Lyon, France: ENS de Lyon
Hillesund, E. (2018). First year engineering students’ use of resources to learn mathematics. First year seminar at University of Agder, March 1.
Hillesund, E. (2018). Presentation of own analysis work at Research fellows’ day at University of Agder, September 21.
Kanwal, S. (2018). Mathematical Competencies and E-Learning: A Case Study of Engineering Students’ Use of Digital Resources. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education, San Diego, California.
Kanwal, S. (2018). Engineering students’ engagement with resources in an online learning environment. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild and N. M. Hogstad (Eds.), Proceedings of Second conference of the International Network for Didactic Research in University Mathematics (INDRUM) (pp.145 – 154), Kristiansand: University of Agder and INDRUM.
Landgärds, I. (2018). Mathematics Teaching for Economics Students, But How?. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild & N.M Hogstad (Eds.), Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018), (pp. 187-188). Kristiansand, Norway: University of Agder and INDRUM.
Landgärds, I. (2018). Project presentation at Instituttseminar for nordisk og medifag in Lyngdal 14 June.
Landgärds, I. (2018). Project presentation at the UHR-ØA seminar at the business school of UiA, 12 November.
Landgärds, I. (2018). Project presentation at the DDU seminar at University of Agder, 18 December.
Landgärds, I. (2018). Project presentation video recorded as short videos for the DDU-project follow up: “sharing of experience from Canvas use.”
Liakos, I. E., Rogovchenko, S., Rogovchenko, Y. (2018). A New Tool for the Assessment of the Development of Students’ Mathematical Competencies. In: The 19th SEFI Mathematics Working Group Seminar on Mathematics in Engineering Education. (pp. 158-163). Coimbra, Portugal: European Society for Engineering Education.
Liakos, I. E., & Rogovchenko, Y. (2018). Assessing the Development of Students’ Mathematical Modeling Competencies: An Information Entropy Approach. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 213-225), San Diego, CA.
Rogovchenko, S., Rogovchenko, Y., & Thomas, S. (2018). Non-standard Problems in an Ordinary Differential Equations Course. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild & N.M Hogstad (Eds.), Proceedings of the the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018); (pp. 189-190). Kristiansand, Norway: University of Agder and INDRUM.
Rogovchenko, S., Rogovchenko, Y., & Thomas, S. (2018). The use of nonstandard problems in an ODE course for engineering students. In Bergquist, M. Österholm, Granberg, L. Sumpter. (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education Vol. 4 (pp. 283-290). Umeå, Sweden: International Group for the Psychology of Mathematics Education.
Thomas, S., Rogovchenko, S., & Rogovchenko, Y. (2018). Development of Students Mathematical Discourse through Individual and Group Work with Nonstandard Problems on Existence and Uniqueness Theorems. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 1611-1612), San Diego, CA.
Brekke, M. (2017). ‘Om Digital assessment Nettverket i MatRIC og egen erfaring med selvrettende tester i matematikk’. ‘National conference on assessment in higher education’, UiA, Kristiansand 16 – 17 October 2017.
Brekke, M., Sangwin, C., & Duranovic, A. (2017). ‘Development of teaching modules in computational Mathematics and STACK in cooperation with students’. MNT- konferansen, Oslo 30-31 March 2017. In R Lyng (red.), Artikkelsamling MNT-konferansen 2017. pp. 79-81. Retrieved from https://www.ntnu.no/ojs/index.php/njse/article/view/2248/2127, 29 January 2018. DOI: http://dx.doi.org/10.5324/njsteme.v1i1.2248
Eskeland Rangnes, T., Herheim, R. & Kacerja, S. (2017). In-service teachers’ positioning when discussing the body mass index. Eighth Nordic Conference on Mathematics Education, NORMA 17 will take place in Stockholm, Sweden, the 30 May – 2 June 2017.
Fredriksen, H. (2017). Utilizing commognition as a framework for exploring engineering students´ participation in mathematics discourse in a Flipped Classroom environment. Eighth Nordic Conference on Mathematics Education, NORMA 17 will take place in Stockholm, Sweden, the 30 May – 2 June 2017.
Fredriksen, H., Hadjerrouit, S., Monaghan, J. & Rensaa, R. J. (2017). Exploring tensions in a mathematical course for engineers utilizing a flipped classroom approach. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Pp. 2057-2064. Retrieved from http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf 29 January 2017.
Goodchild, S. & Jaworski, B. (2017). Developing practice through research into university mathematics education. NOMAD, Nordic Studies in Mathematics Education vol. 22(4), 5-22.
Goodchild, S. & Rønning, F. (2017). Symboler og språk – utfordringer med overgangen fra skole til høyere utdanning. NSMO November Conference 28-29 November 2017, Trondheim.
Goodchild, S. (2017) MatRIC - Centre for Research, Innovation and Coordination of Mathematics Teaching. MNTkonferansen, Oslo 30-31 March 2017. In R Lyng (red.), Artikkelsamling MNT-konferansen 2017. pp. 249-253. Retrieved from https://www.ntnu.no/ojs/index.php/njse/article/view/2248/2127, 29 January 2018. DOI: http://dx.doi.org/10.5324/njsteme.v1i1.2248
Goodchild, S., Rogovchenko, Y., & Viirman, O. (2017). An inquiry based approach to the development of a mathematical modelling infused curriculum for biology students. 18th Conference of The International Community of Teachers of Mathematical Modelling and Applications (ICTMA) Cape Town July 23-28, 2017.
Gray, J., Lindstrøm, C., & Vestli, K. (2017). Khan Academy as a resource for pre-service teachers: a controlled study. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Pp. 2571-2578. Retrieved from http://www.mathematik.unidortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf 29 January 2017.
Hogstad, N. M. & Olov Viirman, O. (2017). An exploration of students’ discourse using Sim2Bil within group work: A commognitive perspective. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education. 1243-1248. Retrieved from http://sigmaa.maa.org/rume/RUME20.pdf 29 January 2018.
Hogstad, N. M., & Isabwe, G. M. N. (2017). A digital tool for applying integrals in a kinematic simulation: A perspective on instrumental genesis, epistemic value and semiotic potential. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Pp. 2089-2096. Retrieved from http://www.mathematik.unidortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf 29 January 2017.
Kacerja, S., Eskeland Rangnes, T., Herheim, R., Pohl, M., Lilland, I. E., & Hansen, R. (2017). Stimulating critical mathematical discussions in teacher education: use of indices such as the BMI as entry points. NOMAD, Nordic Studies in Mathematics Education vol. 22(4), 43-59.
Kleppe, J. & Borge, I. C. (2017). Video production - mathematics for beginner students. MNT- konferansen, Oslo 30-31 March 2017. In R. Lyng (red.), Artikkelsamling MNT-konferansen 2017. pp. 115-119. Retrieved from https://www.ntnu.no/ojs/index.php/njse/article/view/2248/2127, 29 January 2018 DOI: http://dx.doi.org/10.5324/njsteme.v1i1.2248
Liakos, I. (2017). Mathematical modeling and competencies for biology students. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Pp. 1033-1034. Retrieved from http://www.mathematik.unidortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf 29 January 2017
Liakos, I. (2017). Mathematical modeling and mathematical competencies: The case of biology students. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education. 1286-1292. Retrieved from http://sigmaa.maa.org/rume/RUME20.pdf 29 January 2018.
Liakos, I., & Olov Viirman, O. (2017). The development of biology students’ mathematical competencies through mathematical modelling – exploring the potential of an analytical tool. Eighth Nordic Conference on Mathematics Education, NORMA 17 will take place in Stockholm, Sweden, the 30 May – 2 June 2017.
MatRIC (2017). Student Entrepreneurs. Poster at International Summer Institute on Students as Partners/Change Institute, McMaster University, Hamilton, Canada, 08-11 May, 2017. Naalsund, M., & Kluge, A. (2017). The role of digital environments in stimulating primary school students' algebraic reasoning. Eighth Nordic Conference on Mathematics Education, NORMA 17 will take place in Stockholm, Sweden, the 30 May – 2 June 2017.
Naalsund, M., & Skogholt, J. (2017). Oral presentations as a tool for promoting metacognitive regulation in real analysis. NOMAD, Nordic Studies in Mathematics Education vol. 22(4), 103-119.
Rensaa, R. J. (2017). Approaches to learning of linear algebra among engineering students. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Pp. 2241-2249. Retrieved from http://www.mathematik.unidortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf 29 January 2017.
Rensaa, R. J., & Vos, P. (2017). Interpreting teaching for conceptual and for procedural knowledge in a teaching video about linear algebra. Eighth Nordic Conference on Mathematics Education, NORMA 17 will take place in Stockholm, Sweden, the 30 May – 2 June 2017.
Rogovchenko, S., Rogovchenko, Y., and Treffert-Thomas, S. (2017). Individual and group work with nonstandard problems in an ordinary differential equations course for engineering students. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education. 1665-1666. Retrieved from http://sigmaa.maa.org/rume/RUME20.pdf 29 January 2018.
Rønning, F. & Goodchild, S. (2017). Symposium Researching University Mathematics Education. Eighth Nordic Conference on Mathematics Education, NORMA 17 will take place in Stockholm, Sweden, the 30 May – 2 June 2017.
Rønning, F., Goodchild, S., & Jaworski, B. (Eds.) (2017). NOMAD Thematic Issue. Nordic Studies in Mathematics Education vol. 22(4).
Treffert-Thomas, S., Viirman, O., Hernandez-Martinez, P., & Rogovchenko, Y. (2017). Mathematics lecturers’ views on the teaching of mathematical modelling. NOMAD, Nordic Studies in Mathematics Education vol. 22(4), 121-145.
Viirman, O. (2017). A mathematician and a mathematics educator collaborating on teaching mathematical modelling to biology students. Eighth Nordic Conference on Mathematics Education, NORMA 17 will take place in Stockholm, Sweden, the 30 May – 2 June 2017.
Viirman, O., & Nardi, E. (2017). From ritual to exploration: the evolution of biology students' mathematical discourse through mathematical modelling activities. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Pp. 2274-2281. Retrieved from http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME10_Proceedings_2017.pdf 29 January 2017.
Viirman, O., Hernandez-Martinez, P., Rogovchenko, Y., & Stephanie Treffert-Thomas, Joy of Mathematical Modelling: A Forgotten Perspective? 18th Conference of The International Community of Teachers of Mathematical Modelling and Applications (ICTMA) Cape Town July 23-28, 2017.
Voigt, M. & and Fredricksen, H. (2017). Designing a richer flipped classroom calculus experience. In A. Weinberg,
C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in
Undergraduate Mathematics Education. 1685-1686. Retrieved from http://sigmaa.maa.org/rume/RUME20.pdf 29
January 2018.
Note: some 2015 publications are included as they were not listed in the last annual report. Forthcoming publications in 2017 are also included. (MSRG after entry indicates the report originates
from work supported by a MatRIC Small Research Grant).
Hauge, K.H. & Barwell, R. (accepted 2017). Post-normal science and mathematics education in uncertain times: educating future citizens for extended peer communities. Sluijs, J.v.d., & Dankel, D.J. (Eds.) Special Issue: Post-Normal Science in Practice. Futures. (MSRG)
Vethe.T.I., Sørngård, M.A., Hagen, A.A., Bringeland, T.A., Sumstad, M.S., & Hauge, K.H. (submitted). Kritiske refleksjoner rundt den globale temperaturutviklingen. Submitted manuscript to Tangenten. Bergen: Caspar forlag. (MSRG)
Viirman, O. (2015). Explanation, motivation and question posing routines in university mathematics teachers' pedagogical discourse: a commognitive analysis. International Journal of Mathematical Education in Science and Technology, 46(8), 1165-1181.
Treffert-Thomas, S., Viirman, O., Hernandez-Martinez, P. & Rogovchenko, Y. (2017, Accepted, minor revisions required). Mathematics lecturer’s views on the teaching of mathematical modelling. Nordic Studies in Mathematics Education, NOMAD. (MSRG)
Hauge, K.H. (2016). Usikkerhet i temperaturprognoser. In T.E. Rangnes & H. Alrø (Eds.), Matematikklæring for framtida – Festskrift til Marit Johnsen-Høines (217 – 240). Bergen, Norway: Caspar Forlag AS. (MSRG)
Brekke, M. (2016). New way of teaching and integrating Mathematics for engineering students in Electronics, 18th SEFI Mathematics Working Group Seminar, 27.06.16 - 29.06.16, Chalmers University of Technology, Gothenburg, Sweden. Pp. 63 – 68, Publisher: European Society for Engineering Education (SEFI), Brussels ISBN: 978-2-87352-013-7 http://sefi.htw-aalen.de/
Brekke, M. (2016). Modern Mathematics teaching: "It's all digital", OEB Berlin 2016 Shaping the future of learning, 30.11.16 - 02.12.16, Berlin. https://online-educa.com/programme
Brekke, M. (2016). Using CAA to set grades in mathematics courses for engineering students in electronics, EAMS Conference "E-Assessment in Mathematical Sciences", 13.09.16 - 14.09.16,
University of Newcastle, Newcastle. http://eams.ncl.ac.uk/session/using-caa-to-set-grades-inengineering/
Fredriksen, H., Hadjerrouit, S., Monaghan, J., & Rensaa, R. J. (2017 - Accepted paper). Exploring Tensions in a Mathematical Course for Engineers utilizing a Flipped Classroom Approach. CERME10, Dublin, 1 – 5 February 2017.
Hadjerrouit, S. (2016). Mapping and Evaluating Pedagogical Opportunities Provided by SimReal+: A Case Study in Mathematics Education. Proceedings of the Conference of the International Journal of Arts and Sciences 9(3), pp. 157-162. (MSRG)
Hadjerrouit, S. (2017). Assessing the Affordances of SimReal+ and their Applicability to Support the Learning of Mathematics in Teacher Education. Accepted for publication in InSITE 2017 (Informing Science + IT Education Conference). Informing Science Institute. (MSRG)
Hauge, K.H., & Barwell, R. (2015). Uncertainty in texts about climate change: A critical mathematics education perspective. In S. Mukhopadhyay & B. Greer (Eds.) Proceedings of the Eighth International Mathematics Education and Society Conference, pp. 582-595. Portland, OR: Portland State University. (MSRG)
Hauge, K. H., Sørngård, M.A., Vethe, T.I., Bringeland, T.A., Hagen, A.A., & Sumstad, M.S. (2015) Critical reflections on temperature change. In K. Krainer & N. Vondrová (Eds.) Proceedings of the
Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1577-1583). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME. (MSRG)
Hogstad, N. M., Isabwe, G. M. N., & Vos, P. (2016). Engineering students' use of visualizations to communicate about representations and applications in a technological environment. In E. Nardi, C. Winsløw, & T. Hausberger (Eds.), Proceedings of the First Conference of the International Network for Didactic Research in University Mathematics (pp. 211-220). Montpellier, France: University of Montpellier and INDRUM. Can be accessed at: https://hal.archives-ouvertes.fr/INDRUM2016/
Hogstad, N. M., Viirman, O. (2017). An exploration of students’ discourse using Sim2Bil within group work: A commognitive perspective. Preliminary Research Report for the RUME Conference to be held in San Diego, 23-25th of February, 2017.
Hogstad, N. M., Isabwe, G. M. N., & Vos, P. (2017). A digital tool for applying integrals in a kinematic simulation: A perspective on instrumental genesis, epistemic value and semiotic potential. Paper accepted for CERME10 Conference to be held in Dublin1-5 February 2017 (http://cerme10.org/).
Liakos, I. E. (2017). Mathematical Modelling and Mathematical Competencies: The case of Biology students. Preliminary Report accepted for RUME Conference to be held in San Diego, 23-25th of February, 2017.
Maugesten, M.; Nordbakke, M. (2016). Flipped classroom in the education of teacher students in mathematics. European Conference on Education Research (ECER), 2016; Dublin, 23-26 August 2016. http://www.eera-ecer.de/ecer-2016-dublin/ (MSRG)
Viirman, O. (2016). The development of the mathematical discourse of biology students working with mathematical modelling. Poster presented at INDRUM 2016: First conference of the International Network for Didactic Research in University Mathematics, Montpellier, France.
Viirman, O., Goodchild, S., & Rogovchenko, Y. (2016a). Using mathematical modelling activities to motivate biology students to learn mathematics. In C. Csíkos, A. Rausch & J. Szitányi (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 262). Szeged, Hungary: PME.
Viirman, O., Goodchild, S., & Rogovchenko, Y. (2016b). Using mathematical modelling activities to motivate biology students to learn mathematics. Short presentation at MADIF 10: The 10th Swedish Mathematics Education Research Seminar (Proceedings yet to be published), Karlstad, Sweden.
Viirman, O. (2015). The role of mathematics in the design of engineering programs – a case study of two Scandinavian universities. In R. Göller, R. Biehler, R. Hochmuth, & H.-G. Rück (Eds.), Didactics of Mathematics in Higher Education as a Scientific Discipline. Proceedings of the KHDM 2015 conference. (508-512). Kassel: KHDM.
Viirman, O. (2015). The constitution of the nature of mathematics in the lecturing practices of three university mathematics teachers. In K. Krainer & N. Vondrova (Eds.), Proceedings of the ninth congress of the European mathematical society for research in mathematics education. (2263-2269). Prague: ERME.
Viirman, O. & Nardi, E. (2017 –Accepted.) From ritual to exploration: The evolution of Biology students’ mathematical discourse through Mathematical Modelling activities. CERME10.
Fredriksen, H., & Voigt, M. (2017 - Accepted Poster presentation). Designing a Richer Flipped Classroom Calculus Experience. RUME conference, February 23 - 25, 2017, San Diego, CA.
Fredriksen, H., & Hadjerrouit, S. (2016). Using the Flipped Classroom Model of Instruction to explore teaching and learning activities in mathematical education for engineers: An activity theory perspective. INDRUM 2016 conference, March 31– April 2, 2016, Montepellier.
Liakos, I. E. (2017). Introducing Mathematical Modeling to Biology Students: Studying the Competence Profile of the student. Poster accepted for CERME10 Conference to be held in Dublin1-5
February 2017 (http://cerme10.org/)
Rogovchenko, S., Rogovchenko, Y., Treffert-Thomas, S. (2017). Individual and Group Work with Nonstandard Problems in an Ordinary Differential Equations Course for Engineering Students. Poster presentation at RUME, February 24-26, 2017 in San Diego, CA
Brekke, M. (2016). Digital Assessment, an overview of suitable Tools, (invited) at Syd Dansk Universitet (SDU) 13.06.16, Creative Break - Assessment og feedback som støtte i matematik
undervisningen
Goodchild, S. (2016). Knowledge transfer: From R&D to sustainable, self-generating change in practice. (Invited) The Association of Danish University Colleges. Kolding 12 May 2016.
Rebenda, J., & Rogovchenko, Y. (2016). Presentation "Personality, Learning Approaches and Teaching Styles in Undergraduate Mathematics: Project PLATSUM" at the Closing Conference within
Scholarship Programme EEA and Norway Grants (CZ07) in Prague
Rogovchenko, Y. (2016). PIC-MATH program: preparing undergraduates for a successful career in industry. At the conference "Math meets industry" in Trondheim, September 22-23.
Brekke, M. (2016). Use of CAA at University of Agder, At MatRIC / UK Joint Colloquium Information, 26.04.16 - 28.04.16, Arrangør University of Newcastle/MatRIC-University of Agder. University of Newcastle, UK
Fuglestad, A. B., & Rogovchenko, S. (2016). Experience with running mathematics support centre at UiA. Presentation about MatRIC Drop-in, Seminar at Brno University of Technology, 3.02.2016
Hernandez-Martinez, P., Rogovchenko, Y., Thomas, S., & Viirman, O. (2016)., Mathematics lecturers’ views on the teaching of mathematical modelling. At MatRIC Mathematical Modelling Colloquium Kristiansand, Norway, August 9-11, 2016. (MSRG)
Hernandez-Martinez, P., Rogovchenko, Y., Thomas, S., & Viirman, O. (2016)., Mathematics lecturers’ views on the teaching of mathematical modelling. at MEC/MatRIC Symposium, Lougborough,
September 5, 2016. (MSRG)
Viirman, O. (2016). From ritual to exploration: Biology students’ mathematical discourse when engaging in mathematical modelling activities. Presentation at the Third annual MatRIC conference,
Oslo, Norway.
Presentations at various MatRIC events: MEC-MatRIC conference 2014 & 2015; Video Tutorial Workshop 2014; Mathematical Modelling Colloquium 2015 & 2016; Flipped Classroom Seminar, 2016
Hernandez-Martinez, P., Treffert-Thomas, S., Rogovchenko, Y. & Viirman, O. (2016). Mathematics lecturers’ views on the teaching of mathematical modelling. MatRIC small research grant. Available at matric.no. (MSRG)
Frediksen, H., & Voigt, M. (2016). http://www.uia.no/forskning/forskningsnyheter/snur-opp-nedpaa-matteundervisinga - published in SFU Magazine, NOKUT. http://www.nokut.no/Documents/NOKUT/Artikkelbibliotek/UAenhet/SFU/2016/SFU_Magasinet_02_16.pdf
Hogstad, N. M. (2016). On the potential of visualization and simulation tools in open and distance elearning of mathematics at university level. Presentation at Annual Research Workshop on Distance Education Leapfrogging Project (DELP2016) at Makerere University, Kampala, Uganda, 2nd of May 2016.
Hogstad, N. M. & Hogstad, P. H. (2016). Simulation and Visualization in Mathematics. Presentation at the ADILA Symposium (D-TEL2016), Kristiansand, 8-9 Dec 2016. http://adila.no/
Maugesten, M.; Nordbakke, M. (2015). Omvendt undervisning og studenters egen oppfatning av hva som påvirker læring. SKuL - Skole-Kunnskap-Lærerutdanning; Seminar at Høgskolen i Østfold 16 December 2015. (MSRG)
Viirman, O. (2016). MatRIC and teaching mathematics to non-mathematics specialists. Presentation at TMnM@UEA (Teaching Mathematics to Non-Mathematicians at UEA Network) meeting, University of East Anglia, UK.
Viirman, O. (2016). Research seminar focused on commognitive data analysis, RME group, University
of East Anglia, UK.
