Et profilbilde

Professor
Raymond Bjuland { "honorific-suffix": "Professor", "fn": "Raymond Bjuland", "tel": "Telephone: +47 51833494", "email": "raymond.bjuland@uis.no" }

Faculty Faculty of Arts and Education
Department Department of Education and Sports Science
Room HL K-158

Research fields

Selected publications

Research in progress

Work experience

Scientific publications (from Cristin)

  • Fauskanger, Janne; Bjuland, Raymond (2019). Learning ambitious teaching of multiplicative properties through a cycle of enactment and investigation. Mathematics Teacher Education and Development. ISSN 1442-3901. Volume 21. Booklet 1. p. 125-144.
  • Fauskanger, Janne; Bjuland, Raymond (2019). Learning to elicit and respond to students’ mathematical ideas through Teacher Time-Out.. In: 27th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), 15 January – 17 January 2019, hosted by University of KwaZulu-Natal, Durban, South Africa : Book of Proceedings. The Southern African Association for Research in Mathematics, Science and Technology. ISBN 978-0-9922269-8-5. p. 47-58.
  • Bjuland, Raymond; Helgevold, Nina (2018). Dialogic processes that enable student teachers' learning about pupil learning in mentoring conversations in a Lesson Study field practice. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. Volume 70. p. 246-254. DOI: 10.1016/j.tate.2017.11.026.
  • Fauskanger, Janne; Bjuland, Raymond (2018). Deep learning as constructed in mathematics teachers’ written discourses. IEJME-Mathematics Education. ISSN 1306-3030. Volume 13. Booklet 3. p. 149-160. DOI: 10.12973/iejme/2705.
  • Fauskanger, Janne; Mosvold, Reidar; Valenta, Anita; Bjuland, Raymond (2018). Good mathematics teaching as constructed in Norwegian teachers’ discourses. In: Nordic Research in Mathematics Education. Papers of NORMA 17. The Eight Nordic Conference on Mathematics Education. Stockholm, May 30 - June 2, 2017. Svensk förening för MatematikDidaktisk Forskning - SMDF. ISBN 978-91-984024-1-4. p. 239-248.
  • Larssen, Deborah Lynn Sorton; Cajkler, Wasyl; Mosvold, Reidar; Bjuland, Raymond; Helgevold, Nina; Fauskanger, Janne; Wood, Phil; Baldry, Fay; Jakobsen, Arne; Bugge, Hans Erik; Næsheim-Bjørkvik, Gro; Norton, Julie E. (2018). A literature review of lesson study in initial teacher education: perspectives about learning and observation. International Journal for Lesson and Learning Studies. ISSN 2046-8253. Volume 7. Booklet 1. p. 8-22. DOI: 10.1108/IJLLS-06-2017-0030.
  • Langåker, Ellinor Bollete; Bjuland, Raymond (2017). Investigating communicative patterns in a Malawian classroom: A teacher's use of semiotic resources. In: Book of long papers: 25th Annual Meeting of the Southern African Association of Research in Mathematics, Science & Technology Education (SAARMSTE). The Southern African Association for Research in Mathematics, Science and Technology. ISBN 978-0-9922269-4-7. p. 88-102.
  • Mosvold, Reidar; Bjuland, Raymond; Fauskanger, Janne (2017). Investigating potential improvements of mathematics student teachers’ instruction from Lesson Study. In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10). European Society for Research in Mathematics Education. ISBN 978-1-873769-73-7. p. 2956-2963.
  • Mwadzaangati, Lisnet; Mosvold, Reidar; Bjuland, Raymond (2017). Investigating the work of teaching geometric proof: The case of a Malawian secondary mathematics teacher. In: Proceedings of the Third ERME Topic Conference on Mathematics Teaching, Resources and Teacher Professional Development (ETC3, October 5 to 7, 2016). European Society for Research in Mathematics Education. ISBN 978-3-00-058755-9. p. 308-317.
  • Thomo, Florence Mamba; Mosvold, Reidar; Bjuland, Raymond (2017). A preservice secondary teacher's pedagogical content knowledge for teaching algebra. In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10). European Society for Research in Mathematics Education. ISBN 978-1-873769-73-7. p. 3336-3343.
  • Tyskerud, Anita; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond (2017). Investigating Lesson Study as a practice-based approach to study the development of mathematics teachers’ professional practice. In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10). European Society for Research in Mathematics Education. ISBN 978-1-873769-73-7. p. 3384-3391.
  • Mosvold, Reidar; Bjuland, Raymond (2016). Aktivitetsteoretiske perspektiver på Lesson Study og praksisopplæring i grunnskolelærerutdanning. In: Lesson study i en nordisk kontekst. Gyldendal Akademisk. ISBN 9788205490888. p. 178-194.
  • Mosvold, Reidar; Bjuland, Raymond (2016). Positioning in identifying narratives of/about pre-service mathematics teachers in field practice. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. Volume 58. p. 90-98. DOI: 10.1016/j.tate.2016.05.005.
  • Munthe, Elaine; Bjuland, Raymond; Helgevold, Nina (2016). Hva er forskningsgrunnlaget for Lesson Study som metode til styrking av profesjonskunnskap i skolen?. In: Lesson study i en nordisk kontekst. Gyldendal Akademisk. ISBN 9788205490888. p. 33-50.
  • Munthe, Elaine; Bjuland, Raymond; Helgevold, Nina (2016). Lesson study in field practice: a time-lagged experiment in initial teacher education in Norway. International Journal for Lesson and Learning Studies. ISSN 2046-8253. Volume 5. Booklet 2. p. 142-154. DOI: 10.1108/IJLLS-12-2015-0047.
  • Bjuland, Raymond; Helgevold, Nina; Munthe, Elaine (2015). Lesson Study og lærerstudenters fokus på elevers læring i veiledningssamtaler. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. ISSN 1504-9922. Volume 9. Booklet 1. p. 1-17.
  • Bjuland, Raymond; Mosvold, Reidar (2015). Lesson study in teacher education: Learning from a challenging case. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. Volume 52. p. 83-90. DOI: 10.1016/j.tate.2015.09.005.
  • Bjuland, Raymond; Mosvold, Reidar; Fauskanger, Janne (2015). Pre-service teachers developing lesson plans in field practice. In: Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014. The Finnish Research Association for Subject Didactics. ISBN 978-952-5993-17-2. p. 51-60.
  • Bjuland, Raymond; Mosvold, Reidar; Fauskanger, Janne (2015). What questions do mathematics mentor teachers ask?. In: Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISBN 978-80-7290-844-8. p. 2762-2769.
  • Mosvold, Reidar; Bjuland, Raymond (2015). Lærerstudenters utvikling av matematikklæreridentitet. Norsk pedagogisk tidsskrift. ISSN 0029-2052. Volume 99. Booklet 2. p. 97-109.
  • Bjuland, Raymond; Jakobsen, Arne; Munthe, Elaine (2014). Muligheter og begrensninger for studenters læring i praksisopplæring – eksempel fra en førveiledningsdialog i matematikk. Nordisk matematikkdidaktikk. ISSN 1104-2176. Volume 19. Booklet 1. p. 53-73.
  • Bjuland, Raymond; Mosvold, Reidar (2014). Lærerstudenters refleksjoner om utvikling av læringsfellesskap. UNIPED. ISSN 1893-8981. Volume 37. Booklet 4. p. 46-57. DOI: 10.3402/uniped.v37.23242.
  • Jakobsen, Arne; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond (2014). Undervisningskunnskap i matematikk for lærere på 1.–7. trinn. In: QED 1-7: Matematikk for grunnskolelærerutdanningen: Bind 2. Cappelen Damm Akademisk. ISBN 978-82-02-42092-5. p. 631-656.
  • Jakobsen, Arne; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond (2014). Undervisningskunnskap i matematikk for lærere på 5. - 10. trinn. In: QED 5-10. Matematikk for grunnskolelærerutdanningen. Bind 2. Cappelen Damm Akademisk. ISBN 978-82-02-42098-7. p. 567-588.
  • Mosvold, Reidar; Fauskanger, Janne; Bjuland, Raymond (2014). Fra “de” til “vi”? – fokus i lærerstudenters refleksjoner før og etter en praksisperiode i matematikk. In: FoU i praksis 2013. Artikkelsamling fra konferanse om praksisrettet FoU i lærerutdanning. Akademika forlag. ISBN 978-82-321-04215. p. 192-200.
  • Mosvold, Reidar; Fauskanger, Janne; Bjuland, Raymond; Jakobsen, Arne (2013). Using content analysis to investigate student teachers’ beliefs about pupils. In: Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISBN 978-975-429-315-9. p. 1389-1398.
  • Bjurland, Raymond (2012). The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasonin. ZDM - the International Journal on Mathematics Education. ISSN 1863-9690. Volume 44. Booklet 5. p. 665-675. DOI: 10.1007/s11858-012-0421-2.
  • Bjurland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik (2012). Professional mathematics teacher identity: analysis of reflective narratives from discourses and activities. Journal of Mathematics Teacher Education. ISSN 1386-4416. Volume 15. p. 405-424. DOI: 10.1007/s10857-012-9216-1.
  • Fauskanger, Janne; Jakobsen, Arne; Mosvold, Reidar; Bjuland, Raymond (2012). Analysis of psychometric properties as part of an iterative adaptation process of MKT items for use in other countries. ZDM - the International Journal on Mathematics Education. ISSN 1863-9690. Volume 44. Booklet 3. p. 387-399. DOI: 10.1007/s11858-012-0403-4.
  • Jakobsen, Arne; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond (2012). Correlations between teachers' MKT in different content areas. In: Proceedings of NORMA 11 The Sixth Nordic Conference on Mathematics Education. University of Iceland Press. ISBN 978-9979-54-965-9. p. 359-368.
  • Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond; Jakobsen, Arne (2011). Does the format matter? How the multiple-choice format might complicate the MKT items. Nordisk matematikkdidaktikk. ISSN 1104-2176. Volume 16. Booklet 4.
  • Jakobsen, Arne; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond (2011). Comparison of item performance in a Norwegian study using U.S. developed mathematical knowledge for the teaching measures. In: CERME 7: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISBN 978-83-7338-683-9. p. . 1575-1584.
  • Jakobsen, Arne; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond (2011). Similar but different - Investigating the use of MKT in a Norwegian kindergarten setting. In: CERME 7: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISBN 978-83-7338-683-9. p. 1802-1811.
  • Jakobsen, Arne; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond (2011). What can be learned from comparing performanceof mathematical knowledge for teaching iteam found in Norway and in the U.S.?. In: 11th International Conference of The Mathematics Education into the 21st Century ProjectTurning Dreams into Reality: Transformations and Paradigm Shifts in Mathematics Education. Oxford University Press. ISBN 83-919465-0-9. p. 163-168.
  • Mosvold, Reidar; Bjuland, Raymond (2011). An activity theory view on learning studies. International Journal of Early Childhood. ISSN 0020-7187. Volume 43. Booklet 3. p. 261-275. DOI: 10.1007/s13158-011-0048-4.
  • Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik (2010). A teacher's use of gesture and discourse as communicative strategies in concluding a mathematical task. In: Proceedings of CERME 6. Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. January 28th - February 1st 2009, Lyon (France). Institut National de Recherche Pedagogique. ISBN 978-2-7342-1190-7. p. 884-893.
  • Borgersen, Hans Erik; Cestari, Maria Luiza; Bjuland, Raymond (2010). An Overview of the Development of Research on Collaborative Problem Solving in Mathematics at the University of Agder. In: The First Sourcebook on Nordic Research in Mathematics Education Norway, Sweden, Iceland, Denmark and contributions from Finland. Information Age Publishing. ISBN 978-1-61735-099-3. p. 139-153.
  • Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond (2010). "Eg kan jo multiplikasjon, men ka ska eg gjørr?" - det utfordrende undervisningsarbeidet i matematikk. In: Ny som lærer : sjansespill og samspill. Tapir Akademisk Forlag. ISBN 978-82-519-2514-3. p. 99-114.
  • Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik (2009). The constitution of mathematics teacher identity. In: Nordic Research in Mathematics Education. Sense Publishers. ISBN 978-90-8790-781-5. p. 109-116.
  • Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik (2009). The constitution of mathematics teacher identity. In: Nordic research in mathematics education. Proceedings from Norma08 in Copenhagen, April 21-April 25, 2008. Sense Publishers. ISBN 9789087907822. p. 109-116.
  • Jaworski, Barbara; Bjuland, Raymond (2009). Teachers' perspectives on collaboration with didacticians to create an inquiry community. Research in Mathematics Education. ISSN 1479-4802. Volume 111. Booklet 1. p. 21-38.
  • Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik (2008). A teacher's use of gesture and discourse as communicative strategies in the presentation of mathematical task. In: Proceedings of the 32th Conference of the International Group for the Psychology of Mathematics Education (PME 32). p. 185-192.
  • Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik (2008). The Interplay Between Gesture and Discourse as Mediating Devices in Collaborative Mathematical Reasoning : A Multimodal Approach. Mathematical Thinking and Learning. ISSN 1098-6065. Volume 10. Booklet 3. p. 271-292.
  • Bjuland, Raymond (2007). Adult Students' Reasoning in Geometry: Teaching Mathematics through Collaborative Problem Solving in Teacher Education. The Mathematics Enthusiast. ISSN 1551-3440. Volume 4. Booklet 1.
  • Bjuland, Raymond (2007). Collaborative problem solving in geometry without teacher intervention. In: Relating practice and research in mathematics education : proceedings of NORMA 05, Fourth Nordic Conference on Mathematics Education. Tapir Akademisk Forlag. p. 177-188.
  • Bjuland, Raymond (2007). Mathematically productive discourses among student teachers. Nordisk matematikkdidaktikk. ISSN 1104-2176. Volume 12. Booklet 2. p. 33-55.
  • Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik (2007). En lærers bruk av problemløsningsverksted: Fra LCM til klasserommet. In: Læringsfellesskap i matematikk. Caspar Forlag.
  • Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik (2007). Pupils' mathematical reasoning expressed through gesture and discourse: A case study from a sixth-grade lesson. In: 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. p. 1129-1139.
  • Borgersen, Hans Erik; Bjuland, Raymond (2007). Verksted for problemløsning i matematikk: Mening, bevis og generalisering. In: Læringsfellesskap i matematikk. Caspar Forlag.
  • Bjuland, Raymond (2006). Dialogiske tilnærminger i klasserommet: Utvikling av matematiske begreper gjennom lærer-elev dialog i klasserommet eller gjennom elevsamarbeid i smågrupper. In: Ulike perspektiv på læring. Senter for voksenopplæring. p. 67-76.
  • Bjuland, Raymond (2004). Student teachers' reflections on their learning process through collaborative problem solving in geometry. Educational Studies in Mathematics. ISSN 0013-1954. Volume 55. Booklet 01.mar. p. 199-225.
  • Bjuland, Raymond (1998). Lærerstudenters matematiske tenkning og utvikling i en sosial kontekst. Problemløsning i smågrupper. Nordisk matematikkdidaktikk. ISSN 1104-2176. Volume 6. Booklet 2. p. 41-66.
  • Munthe, Elaine; Helgevold, Nina; Bjuland, Raymond (2015). Lesson Study I Utdanning Og Praksis. Cappelen Damm Akademisk. ISBN 978-82-02-47063-0. 119 p.
  • Jaworski, Barbara; Fuglestad, Anne Berit; Bjuland, Raymond; Breiteig, Trygve; Goodchild, Simon; Grevholm, Barbro (2007). Læringsfellesskap i matematikk Learning Communities in Mathematics. Caspar Forlag. ISBN 8290898509. 330 p.
  • Mosvold, Reidar; Bjuland, Raymond (2019). Balancing positioning of students and attention to content. 2019-02-06 - 2019-02-10.
  • Bjuland, Raymond (2018). Lesson study as a promising approach for professional development of mathematics teachers and mathematics teacher educators (in Norway and in Malawi). National Organising Committee, AMESA; 2018-06-25 - 2018-06-28.
  • Bjuland, Raymond (2018). Metodiske betraktninger knyttet til forskerens ulike roller i forskningsprosjekter. Det helsevitenskapelige Fakultet,; 2018-03-06.
  • Bjuland, Raymond (2018). Panel discussion, Culture meets culture, mathematics in and around us. A case study from a Malawian classroom. National Organising Committee, AMESA; 2018-06-25 - 2018-06-29.
  • Bjuland, Raymond; Fauskanger, Janne (2018). The challenge of providing instructional support in mentoring conversations: Mathematics student teachers' support in field service. LaUDiM Prosjektgruppe, NTNU; 2018-11-28 - 2018-11-29.
  • Kazima, Mercy; Jakobsen, Arne; Fauskanger, Janne; Bjuland, Raymond (2018). Strengthening Numberacy in Early Years Through Professional Development of Teachers in Malawi. SAARMSTE; 2018-01-16 - 2018-01-19.
  • Bjuland, Raymond (2017). Possibilities and challenges of implementing Lesson Study in mathematics teacher education. Department of mathematics education, Stockholm University; 2017-05-30 - 2017-06-02.
  • Bjuland, Raymond; Helgevold, Nina (2017). Muligheter og utfordringer med Lesson Study som skolebasert kunnskapsutvikling. Det humanistiske fakultet, Universitetet i Stavanger; 2017-02-08.
  • Bjuland, Raymond; Helgevold, Nina; Næsheim-Bjørkvik, Gro (2017). Dybdelæring gjennom Lesson Study. Våland Skole; 2017-09-28 - 2017-09-29.
  • Fauskanger, Janne; Mosvold, Reidar; Helgevold, Nina; Munthe, Elaine; Bjuland, Raymond (2017). Towards inter-rater reliability: A study of factors that may influence scoring of classroom videos. Universitetet i Stavanger; 2017-09-27 - 2017-09-28.
  • Fauskanger, Janne; Mosvold, Reidar; Valenta, Anita; Bjuland, Raymond (2017). Good mathematics teaching as constructed in Norwegian teachers’ discourses. NORME; 2017-05-30 - 2017-06-02.
  • Langåker, Ellinor; Bjuland, Raymond (2017). Investigating communicative patterns in a Malawian mathematics classroom: A teacher's use of semiotic resources. 2017-01-17 - 2017-01-20.
  • Mamba, Florence; Mosvold, Reidar; Bjuland, Raymond (2017). A preservice secondary teacher’s pedagogical content knowledge for teaching algebra. 2017-02-01 - 2017-02-05.
  • Mosvold, Reidar; Bjuland, Raymond; Fauskanger, Janne (2017). Investigating potential improvements of mathematics student teachers’ instruction from Lesson Study. 2017-02-01 - 2017-02-05.
  • Tyskerud, Anita; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond (2017). Investigating Lesson Study as a practice-based approach to study the development of mathematics teachers’ professional practice. 2017-02-01 - 2017-02-05.
  • Bjuland, Raymond (2016). Skolebasert kunnskapsutvikling gjennom Lesson Study. Oslo kommune; 2016-04-21.
  • Larssen, Deborah Lynn Sorton; Cajkler, Wasyl; Wood, Philip; Helgevold, Nina; Elliot, John; Fauskanger, Janne; Bugge, Hans Erik; Mosvold, Reidar; Bjuland, Raymond; Næsheim-Bjørkvik, Gro; Jakobsen, Arne (2016). Lesson study and initial teacher education(ITE): understanding learning and meaningful observation to guide beginning teachers. University of Exeter; 2016-09-03 - 2016-09-05.
  • Larssen, Deborah Lynn Sorton; Helgevold, Nina; Næsheim-Bjørkvik, Gro; Bjuland, Raymond; Mosvold, Reidar; Fauskanger, Janne; Østrem, Sissel; Drew, Ion Patrick Francis (2016). TasS Project (teachers as students): Lesson study in Initial Teacher education in Norway, a time-lagged experiment from field practice. University of Oslo; 2016-06-06 - 2016-06-08.
  • Mamba, Florence; Mosvold, Reidar; Bjuland, Raymond (2016). A Malawian preservice secondary school teacher’s mathematical knowledge for teaching equations. 2016-10-05 - 2016-10-07.
  • Mwadzaangati, Lisnet; Mosvold, Reidar; Bjuland, Raymond (2016). Investigating the work of teaching geometric proof: The case of a Malawian secondary mathematics teacher. 2016-10-05 - 2016-10-07.
  • Bjuland, Raymond (2015). Erfaringer med Lesson Study i Grunnskolelærerutdanning(GLU). Følgegruppa for lærerutdanningsreformen; 2015-03-18 - 2015-03-19.
  • Bjuland, Raymond (2015). Experiences from a NFR Project. What can we learn?. Forskergruppe - LaUDiM prosjektet; 2015-06-04.
  • Bjuland, Raymond (2015). Hvordan kan Lesson Study bidra til skolebasert kunnskapsutvikling?. KS, Rogaland; 2015-04-16.
  • Bjuland, Raymond (2015). Hvordan kan Lesson Study bidra til skolebasert kunnskapsutvikling - resultater fra TasS prosjektet. Institutt for grunnskolelærerutdanning; 2015-10-14.
  • Bjuland, Raymond (2015). Implementing Lesson Study in ITE Field practice. Research group in mathematics education; 2015-05-07.
  • Bjuland, Raymond (2015). Results from the TasS Project, Lesson Study in ITE. 2015-05-07.
  • Bjuland, Raymond (2015). The professional continuum starts in ITE. How do we qualify for future professional growth? Lesson Study in ITE. Humanistisk Fakultet, UiS; 2015-03-17.
  • Bjuland, Raymond; Helgevold, Nina (2015). Lesson Study inspirert praksisopplæring. Institutt for grunnskole- og faglærerutdanning; 2015-01-26.
  • Bjuland, Raymond; Mosvold, Reidar (2015). Lesson study in teacher education: Learning from a negative case. 2015-04-16 - 2015-04-20.
  • Bjuland, Raymond; Mosvold, Reidar; Fauskanger, Janne (2015). What questions do mathematics mentor teachers ask?. 2015-02-04 - 2015-02-08.
  • Bjuland, Raymond (2014). Teachers as Students, et eksperimentelt design i GLU. Det Humanistiske Fakultet; 2014-10-21.
  • Bjuland, Raymond; Helgevold, Nina (2014). Lesson Study i praksisopplæringen. Institutt for grunnskolelærerutdanning (IGIS); 2014-12-12.
  • Bjuland, Raymond; Helgevold, Nina; Østrem, Sissel; Juhler, Martin Vogt; Larssen, Deborah (2014). Results from the TasS project. IGIS, Universitetet i Stavanger; 2014-09-16.
  • Bjuland, Raymond; Mosvold, Reidar; Fauskanger, Janne (2014). Dialogues of student teachers developing lesson plans of mathematics in field practice. 2014-06-03 - 2014-06-06.
  • Smedstad, Tormod; Bjuland, Raymond; Helgevold, Nina (2014). Lærere som lærer (Omtale av TasS prosjektet, UiS). Skolelederen 3, s. 14-15. [Journal]; 2014-03-10.
  • Bjuland, Raymond (2013). Symposium: Muligheter for studenters læring i praksisopplæring. Høgskolen i Sør Trøndelag; 2013-04-22 - 2013-04-23.
  • Bjuland, Raymond (2013). Teachers as Students - Lærere som lærer. Norsk Forskningsråd; 2013-11-13.
  • Bjuland, Raymond (2013). Vurdering med fokus på underveisvurdering. Skolene i Tasta Bydel; 2013-01-15.
  • Bjuland, Raymond (2013). Å regne i alle fag med matematikklæreren som hovedansvarlig. Skolene i Tasta bydel; 2013-03-19.
  • Bjuland, Raymond; Mosvold, Reidar; Fauskanger, Janne (2013). Affordances and constraints for student teachers' learning in a pre-lesson mentoring session of mathematics. University of Gothenburg; 2013-09-06 - 2013-09-09.
  • Mosvold, Reidar; Bjuland, Raymond; Fauskanger, Janne (2013). Fra "de" til "vi" – fokus i lærerstudenters diskusjoner før og etter en praksisperiode i matematikk. Høgskolen i Nord-Trøndelag; 2013-04-22 - 2013-04-23.
  • Mosvold, Reidar; Fauskanger, Janne; Bjuland, Raymond; Jakobsen, Arne (2013). Who are “they”? Student teachers’ beliefs. European Society of Research in Mathematics Education; 2013-02-05 - 2013-02-10.
  • Munthe, Elaine; Bjuland, Raymond; Helgevold, Nina (2013). Lesson Study in Initial Teacher Education. WALS; 2013-09-06 - 2013-09-08.
  • Bjurland, Raymond (2012). Diagnostisk undervisning - kartlegging. Skolene i Tasta Bydel;
  • Bjurland, Raymond (2012). Didaktiske utfordringer i klasserommet, mellomtrinn. Skolemøtet for Rogaland; 2012-11-16.
  • Bjurland, Raymond (2012). Didaktiske utfordringer i klasserommet, ungdomstrinn. Skolemøtet for Rogaland; 2012-11-16.
  • Bjurland, Raymond (2012). Foreløpige forskningsresultater i TasS prosjektet. Norsk Forskningsråd, PRAKUT;
  • Bjurland, Raymond (2012). Hva betyr det å gjøre matematikk? Åpne oppgaver og problemer. Skolene i Tasta Bydel;
  • Bjurland, Raymond (2012). Presentasjon av TasS-prosjektet (Teachers as Students). Norsk Forsksningsråd, PRAKUT og UTDANNING 2020; 2012-11-12.
  • Bjurland, Raymond; Jakobsen, Arne (2012). Studenter lærer av elever, TasS-prosjektet (Teachers as Students). Dronning Mauds Minne; 2012-04-23 - 2012-04-24.
  • Bjuland, Raymond (2011). Fra matteskrekk til mattemestring. UiS Pluss, etter og viderutdanning; 2011-11-30.
  • Bjuland, Raymond (2011). Kommentar til Ole Kristian Bergems forelesning: Aktuelle utfordringer i matematikkfaget. Analyser av funn fra TIMSS 2007 og PISA+. Norsk Forskningsråd; 2011-11-03.
  • Bjuland, Raymond (2011). The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning. Professor Simon Goodchild, University of Agder; 2011-08-22 - 2011-08-24.
  • Jakobsen, Arne; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond (2011). Correlations between teachers’ MKT in different content areas. 2011-05-09 - 2011-05-14.
  • Jakobsen, Arne; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond (2011). Item performance characteristics found in a Norwegian study using mathematical knowledge for teaching measures. 2011-02-09 - 2011-02-13.
  • Jakobsen, Arne; Mosvold, Reidar; Bjuland, Raymond; Fauskanger, Janne (2011). Some Results found using U.S. Developed Measures for Teachers’ Mathematical Knowledge for Teaching in Norway. 2011-06-13 - 2011-06-16.
  • Jakobsen, Arne; Mosvold, Reidar; Bjuland, Raymond; Fauskanger, Janne (2011). What can be learned from Comparing Performance of Mathematical Knowledge for teaching items found in Norway and in the U.S.?. 2011-09-11 - 2011-09-17.
  • Mosvold, Reidar; Bjuland, Raymond; Fauskanger, Janne; Jakobsen, Arne (2011). Similar but different - Investigating the use of MKT in a Norwegian kindergarten setting. 2011-02-09 - 2011-02-13.
  • Bjuland, Raymond (2010). Vurdering for læring - Utfordringer knytta til underveisvurderung i matematikk - ungdomsskolelærere. UiS Pluss - vurderingskurs for ungdomsskolelærere i Sandnes kommune; 2010-03-18.
  • Bjuland, Raymond (2008). The Constitution of Mathematics Teacher Identity. 2008-04-21 - 2008-04-25.
  • Bjuland, Raymond (2008). Utforskende aktiviteter i klasserommet: kan det gi næring til elevers engasjement i læring av matematikk?. 2008-08-08 - 2008-08-11.
  • Bjuland, Raymond; Borgersen, Hans Erik; Damsgaard, Kjetil; Mjølund, Tor Arne (2007). Styrt utforsking og samarbeidslæring i videregående skole. 2007-10-17.
  • Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik (2007). Pupil's mathematical reasoning expressed through gesture and discourse: A case study from a sixth-grade lesson. 2007-02-22 - 2007-02-26.
  • Cestari, Maria Luiza; Bjuland, Raymond; Borgersen, Hans Erik (2007). Identity in education. The constitution of mathematics teacher identity from a socio cultural perspective. 2007-06-15 - 2007-06-17.
  • Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik (2006). En lærers bruk av problemløsningsverksted: Fra LCM til klasserommet. 2006-09-05 - 2006-09-07.
  • Bjuland, Raymond (2005). Collaborative problem solving in geometry without teacher intervention. 2005-09-06.
  • Bjuland, Raymond (2005). Dialogiske tilnærminger i klasserommet. 2005-03-15.
  • Bjuland, Raymond (2004). Utvikling av matematiske begreper gjennom lærer-elev dialog i klasserommet eller gjennom elevsamarbeid i smågrupper. 2004-10-16.