Et profilbilde

Professor
Reidar Mosvold { "honorific-suffix": "Professor", "fn": "Reidar Mosvold", "tel": "Telephone: +47 51832342", "email": "reidar.mosvold@uis.no" }

Faculty Faculty of Arts and Education
Department Department of Education and Sports Science
Room HL K-156
Web http://rmosvold.com

Reidar Mosvold is professor of mathematics education at the University of Stavanger. His main research interests relate to mathematical knowledge for teaching and the work of teaching mathematics. 

Research fields

  • Mathematical knowledge for teaching
  • Teacher beliefs
  • Lesson study in mathematics
  • Mathematics with small children

Selected publications

Below is an overview of peer-reviewed publications from the last five years (2012-2016):
Mosvold, R. (in press). Studier av undervisningskunnskap i matematikk: Internasjonale trender og nordiske bidrag. Nordic Studies in Mathematics Education.
Sæbbe, P.-E. & Mosvold, R. (in press). Initiating a conceptualization of the professional work of teaching mathematics in kindergarten in terms of discourse. Nordic Studies in Mathematics Education.
Mosvold, R., Hanssen, B., & Fauskanger, J. (2016). På jakt etter fagdidaktikk i nasjonale retningslinjer for grunnskolelærerutdanningens matematikkfag. Acta Didactica Norge, 10(3), Art. 6.
Fauskanger, J. & Mosvold, R. (2016). Lærerarbeidets matematiske undervisningsoppgaver. Nordic Studies in Mathematics Education, 21(3), 73?88.
Fauskanger, J. & Mosvold, R. (2016). Why are mathematics teachers ?not sure?? Mathematics Teacher Education and Development, 18(2), 107-123.
Kajander, A., Holm, J., Mosvold, R., Millsaps, G., & Underwood, D. (2016). Three international examples of mathematics content courses for elementary teachers. In L. C. Hart, S. Oesterle, S. S. Auslander, & A. Kajander (Ed.), The Mathematics Education of Elementary Teachers: Issues and Strategies for Content Courses (chapter 6). Information Age Publishing.
Mosvold, R. & Bjuland, R. (2016). Positioning in identifying narratives of/about pre-service mathematics teachers in field practice. Teaching and Teacher Education, 58, 90-98.
Fauskanger, J., Mosvold, R., & Kristensen, M. (2016). Født sånn, eller blitt sånn? Matematikklæreres oppfatninger om evnen til å undervise. Acta Didactica Norge, 10(1), Art. 7.
Mosvold, R. & Bjuland, R. (2016). Aktivitetsteoretiske perspektiver på Lesson Study og praksisopplæring i grunnskolelærerutdanning. I B.O. Hallås & G. Grimsæth (red.), Lesson Study i en nordisk kontekst (s. 178-194). Oslo: Gyldendal Akademisk.
Mosvold, R. & Ohnstad, F. O. (2016). Profesjonsetiske perspektiver på læreres omtaler av elever. Norsk Pedagogisk Tidsskrift, 100(1), 26-36.
Hoover, M., Mosvold, R., Ball, D. L., & Lai, Y. (2016). Making progress on mathematical knowledge for teaching.The Mathematics Enthusiast, 13(1-2), 3-34. 
Mosvold, R. (2016). The work of teaching mathematics from a commognitive perspective. In W. Mwakapenda, T. Sedumedi, & M. Makgato (Eds.), Proceedings of the 24th annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) 2016 (pp. 186-195). Pretoria, South Africa: SAARMSTE.
Potari, D., Figueiras, L., Mosvold, R., Sakonidis, C., & Skott, J. (2015). Introduction to the papers and posters of TWG 19: Mathematics teacher and classroom practices. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 2968-2973). European Society for Research in Mathematics Education.
Fauskanger, J. & Mosvold, R. (2015). Why are Laura and Jane «not sure»? In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 3192-3198). European Society for Research in Mathematics Education.
Sæbbe, P.E. & Mosvold, R. (2015). Asking productive mathematical questions in kindergarten. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 1982-1988). European Society for Research in Mathematics Education.
Mosvold, R. (2015). Interdiscursivity and developing mathematical discourse for teaching. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 3079-3085). European Society for Research in Mathematics Education.
Bjuland, R., Mosvold, R., & Fauskanger, J. (2015). What questions do mathematics mentor teachers ask? In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 2762-2768). European Society for Research in Mathematics Education.
Bjuland, R., Mosvold, R., & Fauskanger, J. (2015). Pre-service teachers developing lesson plans in field practice. In H. Silfverberg, T. Kärki, & M.S. Hannula (Eds.), Nordic research in mathematics education - Proceedings of NORMA14, Turku, June 3-6, 2014 (pp. 51-60). Studies in Subject Didactics 10. Turku: The Finnish Research. Association for Subject Didactics.
Fauskanger, J. & Mosvold, R. (2015). The difficulties of measuring types of mathematics teachers? knowledge. In H. Silfverberg, T. Kärki, & M.S. Hannula (Eds.), Nordic research in mathematics education - Proceedings of NORMA14, Turku, June 3-6, 2014 (pp. 71-80). Studies in Subject Didactics 10. Turku: The Finnish Research. Association for Subject Didactics.
Mosvold, R. & Sæbbe, P.-E. (2015). Tasks of teaching mathematics in kindergarten. In H. Silfverberg, T. Kärki, & M.S. Hannula (Eds.), Nordic research in mathematics education - Proceedings of NORMA14, Turku, June 3-6, 2014 (pp. 371-380). Studies in Subject Didactics 10. Turku: The Finnish Research. Association for Subject Didactics.
Mosvold, R. (2015). Potential uses of social media in and for mathematics education research. In H. Silfverberg, T. Kärki, & M.S. Hannula (Eds.), Nordic research in mathematics education - Proceedings of NORMA14, Turku, June 3-6, 2014 (pp. 401-405). Studies in Subject Didactics 10. Turku: The Finnish Research. Association for Subject Didactics.
Bjuland, R. & Mosvold, R. (2015). Lesson study in teacher education: learning from a challenging case. Teaching and Teacher Education, 52, 83-90.
Mosvold, R. (2015). Lærerstudenters tingliggjøring av elevers prestasjoner. Tidsskriftet FoU i praksis, 9(1), 51-66.
Fauskanger, J. & Mosvold, R. (2015). En metodisk studie av innholdsanalyse - med analyser av matematikklæreres undervisningskunnskap som eksempel. Nordic Studies in Mathematics Education, 20(2), 79-96.
Mosvold, R. & Fauskanger, J. (2015). Kartlegging av læreres kunnskap er ikke enkelt. Acta Didactica Norge, 9(1), Art.nr. 7.
Mosvold, R. & Bjuland, R. (2015). Lærerstudenters utvikling av matematikklæreridentitet. Norsk Pedagogisk Tidsskrift, 99(2), 97-109.
Jakobsen, A. & Mosvold, R. (2015). Mathematical Knowledge for Teaching in Africa - A Review of Empirical Research. In D. Huillet (Ed.), Mathematics, Science and Technology Education for Empowerment and Equity: Final Proceedings (pp. 115-124). Maputo, Mozambique: SAARMSTE.
Mosvold, R., Fauskanger, J., & Jakobsen, A. (2015). Adapted Mathematical Knowledge for Teaching Measures: Reliable, But Still Challenging. In D. Huillet (Ed.), Mathematics, Science and Technology Education for Empowerment and Equity: Final Proceedings (pp. 380-385). Maputo, Mozambique: SAARMSTE.
Jankvist, U. T., Mosvold, R., Fauskanger, J., & Jakobsen, A. (2015). Analyzing the use of history of mathematics through MKT. International Journal of Mathematical Education in Science and Technology, 46(4), 495-507.
Bjuland, R. & Mosvold, R. (2014). Lærerstudenters refleksjoner om utvikling av læringsfellesskap. Uniped -Tidsskrift for Universitets- og Høgskolepedagogikk, 37(4), 46-57.
Hoover, M., Mosvold, R., & Fauskanger, J. (2014). Common tasks of teaching as a resource for measuring professional content knowledge internationally. Nordic Studies in Mathematics Education, 19(3-4), 7-20.
Fauskanger, J. & Mosvold, R. (2014). Studying teachers? knowledge by the use of multiple-choice items. The case of ?I?m not sure?. Nordic Studies in Mathematics Education, 19(3-4), 41-55.
Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2014). Undervisningskunnskap i matematikk for lærere på 1.-7. trinn. In K.R.C. Hinna, R.A. Rinvold & T. Gustavsen (Eds.), QED 1-7. Matematikk for grunnskolelærerutdanningen, Bind 2 (pp. 631-656). Oslo: Cappelen Damm Akademisk.
Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2014). Undervisningskunnskap i matematikk for lærere på 5.-10. trinn. In T. Gustavsen, K.R.C. Hinna, P.S. Andersen & I.C. Borge (Eds.), QED Matematikk for grunnskolelærerutdanningen 5-10, Bind 2 (pp. 567-588). Oslo: Cappelen Damm Akademisk.
Mosvold, R. & Fauskanger, J. (2014, September 25). Teachers? beliefs about mathematical horizon content knowledge. International Journal for Mathematics Teaching and Learning.
Fauskanger, J. & Mosvold, R. (2014). Innholdsanalysens muligheter i utdanningsforskning. Norsk Pedagogisk Tidsskrift, 98(2), 127-139.
Mosvold, R., Fauskanger, J., & Bjuland, R. (2014). Fra ?de? til ?vi?? - fokus i lærerstudenters refleksjoner før og etter en praksisperiode i matematikk. In A.B. Reinertsen, B. Groven, A. Knutas, & A. Holm (Eds.), FoU i praksis 2013 conference proceedings (pp. 192-200). Trondheim: Akademika forlag.
Mosvold, R., Jakobsen, A., & Jankvist, U.T. (2014). How mathematical knowledge for teaching may profit from the study of history of mathematics. Science & Education, 23(1), 47-60.
Mosvold, R., Fauskanger, J., Bjuland, R., & Jakobsen, A. (2013). Using content analysis to investigate student teachers? beliefs about pupils. In B. Ubuz, C. Haser, & M.A. Mariotti (Eds.), Proceedings of the Eighteenth Congress of the European Society for Research in Mathematics Education (pp. 1389-1398). Ankara, Turkey: European Society for Research in Mathematics Education. 
Fauskanger, J. & Mosvold, R. (2013). Analyzing focused discussions based on MKT items to learn about teachers? beliefs. In B. Ubuz, C. Haser, & M.A. Mariotti (Eds.), Proceedings of the Eighteenth Congress of the European Society for Research in Mathematics Education (pp. 1339-1348). Ankara, Turkey: European Society for Research in Mathematics Education. 
Mosvold, R. & Fauskanger, J. (2013). Teachers? beliefs about mathematical knowledge for teaching definitions. International Electronic Journal of Mathematics Education, 8(2-3), 43-61.
Sæbbe, P.E. & Mosvold, R. (2013). ?Han går oppover mens han går nedover!? Femåringers refleksjoner om vertikal forflytning i forbindelse med klatring. Nordisk barnehageforskning, Vol. 6, Art.nr. 18, 1-15.
Fauskanger, J. & Mosvold, R. (2013). Teachers? mathematical knowledge for teaching equality. In A.M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 289-296). Kiel, Germany: PME.
Fauskanger, J. & Mosvold, R. (2013). ?Det ligger jo i bunn for alt? - om læreres oppfatning av undervisningskunnskap knyttet til posisjonssystemet. In I. Pareliussen, B. B. Moen, A. Reinertsen, & T. Solhaug (Eds.), FoU i praksis 2012 conference proceedings (pp. 86-93). Trondheim: Akademika forlag.
Fauskanger, J., Jakobsen, A., Mosvold, R., & Bjuland, R. (2012). Analysis of psychometric properties as part of an iterative adaptation process of MKT items for use in other countries. ZDM - The International Journal of Mathematics Education, 44(3), 387-399.
Fauskanger, J. & Mosvold, R. (2012). ?Wrong, but still right? ? Teachers reflecting on MKT items. In L.R. Van Zoest, J.J. Lo, & J.L. Kratky (Eds.), Proceedings of the 34th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education: Navigating transitions along continuums (pp. 423-429). Kalamazoo, MI: Western Michigan University.
Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2012). Correlations between teachers? MKT in different content areas. In G. H. Gunnarsdóttir, F. Hreinsdóttir, G. Pálsdóttir, M. Hannula, M. Hannula-Sormunen, E. Jablonka, U. T. Jankvist, A. Ryve, P. Valero & K. Wæge (Eds.), Proceedings of NORMA 11, The sixth Nordic Conference on Mathematics Education (pp. 359-368). Reykjavik: University of Iceland Press. 
Mosvold, R. (2012). Førskolelærerens utfordringer knyttet til arbeidet med antall, rom og form i barnehagen. In M. Alvestad & T. Vist (Eds.), Læringskulturer i barnehagen: Flerfaglige forskningsperspektiver (pp. 92-114). Oslo: Cappelen Damm Akademisk.
Ng, D., Mosvold, R., & Fauskanger, J. (2012). Translating and Adapting the Mathematical Knowledge for Teaching (MKT) Measures: The Cases of Indonesia and Norway. The Mathematics Enthusiast, 9(1&2), 149-178. 

Research in progress

Work experience

Scientific publications (from Cristin)

  • Jankvist, Uffe Thomas; Clark, Kathleen Michelle; Mosvold, Reidar (2019). Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator training. Journal of Mathematics Teacher Education. ISSN 1386-4416. p. 1-22. DOI: 10.1007/s10857-018-09424-x.
  • 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.
  • Maugesten, Marianne; Mosvold, Reidar; Fauskanger, Janne (2018). Second graders’ reflections about the number 24. 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. 51-58.
  • Mosvold, Reidar (2018). Fostering Relationships in the Work of Teaching Mathematics. In: Teaching and Learning Secondary School Mathematics: Canadian Perspectives in an International Context. Springer Nature. ISBN 978-3-319-92389-5. p. 293-299.
  • Mosvold, Reidar; Fauskanger, Janne (2018). Opportunities and challenges of using the MDI framework for research in Norwegian teacher education. 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. 209-219.
  • Mosvold, Reidar; Fauskanger, Janne; Wæge, Kjersti (2018). Fra undervisningskunnskap i matematikk til kjernepraksiser – endringer i grunnskolelærerutdanningens matematikkfag.. UNIPED. ISSN 1893-8981. Volume 41. Booklet 4. p. 401-411. DOI: 10.18261/issn.1893-8981-2018-04-03.
  • Skott, Jeppe; Mosvold, Reidar; Sakonidis, Charalampos (2018). Classroom practice and teachers' knowledge, beliefs and identity. In: Developing Research in Mathematics Education: Twenty Years of Communication, Cooperation and Collaboration in Europe (European Research in Mathematics Education). Routledge. ISBN 978-1138080294. p. 162-180.
  • Tyskerud, Anita; Mosvold, Reidar (2018). Scrutinizing teacher-learner interactions on volume. Nordisk matematikkdidaktikk. ISSN 1104-2176. Volume 23. Booklet 2. p. 49-67.
  • Fauskanger, Janne; Mosvold, Reidar (2017). Core practices and mathematical tasks of teaching in teacher education: What can be learned from a challenging case?. In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10). European Society for Research in Mathematics Education. ISBN 978-1-873769-73-7. p. 2844-2853.
  • Fauskanger, Janne; Mosvold, Reidar (2017). Mathematics discourse in student teachers' instruction: The case of a Norwegian student teacher. 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. 41-51.
  • Mosvold, Reidar (2017). Studier av undervisningskunnskap i matematikk: internasjonale trender og nordiske bidrag. Nordisk matematikkdidaktikk. ISSN 1104-2176. Volume 22. Booklet 2. p. 51-69.
  • 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 (CERME10). European Society for Research in Mathematics Education. ISBN 978-1-873769-73-7. p. 2956-2963.
  • Mosvold, Reidar; Hoover, Mark (2017). Mathematical knowledge for teaching and the teaching of mathematics. In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10). European Society for Research in Mathematics Education. ISBN 978-1-873769-73-7. p. 3105-3112.
  • 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.
  • Sakonidis, Charalampos; Drageset, Ove G.; Mosvold, Reidar; Skott, Jeppe; Taylan, Rukiye Didem (2017). Introduction to the contributions of TWG19: mathematics teachers and classroom practices. In: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10). European Society for Research in Mathematics Education. ISBN 978-1-873769-73-7. p. 3033-3040.
  • 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 (CERME10). 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 (CERME10). European Society for Research in Mathematics Education. ISBN 978-1-873769-73-7. p. 3384-3391.
  • Fauskanger, Janne; Mosvold, Reidar (2016). Lærerarbeidets matematiske undervisningsoppgaver. Nordisk matematikkdidaktikk. ISSN 1104-2176. Volume 21. Booklet 3. p. 73-88.
  • Fauskanger, Janne; Mosvold, Reidar (2016). Why are mathematics teachers “not sure”?. Mathematics Teacher Education and Development. ISSN 1442-3901. Volume 18. Booklet 2. p. 107-123.
  • Fauskanger, Janne; Mosvold, Reidar; Kristensen, Morten Søyland (2016). Født sånn, eller blitt sånn? Matematikklæreres oppfatninger om evnen til å undervise.. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. ISSN 1504-9922. Volume 10. Booklet 1.
  • Hoover, Mark; Mosvold, Reidar; Ball, Deborah; Lai, Yvonne (2016). Making Progress on Mathematical Knowledge for Teaching. The Mathematics Enthusiast. ISSN 1551-3440. Volume 13. Booklet 1-2. p. 3-34.
  • Kajander, Ann; Millsaps, Gayle; Mosvold, Reidar; Underwood-Gregg, Diana; Holm, Jennifer (2016). Three international examples of mathematics content courses for elementary teachers. In: The Mathematics Education of Elementary Teachers: Issues and Strategies for Content Courses. Information Age Publishing. ISBN 9781681235721. p. 103-122.
  • Mosvold, Reidar (2016). The work of teaching mathematics from a commognitive perspective. In: Proceedings of the 24th annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) 2016. The Southern African Association for Research in Mathematics, Science and Technology. ISBN 978-0-9922269-2-3. p. 186-195.
  • 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.
  • Mosvold, Reidar; Hanssen, Brit; Fauskanger, Janne (2016). På jakt etter fagdidaktikk i nasjonale retningslinjer for grunnskolelærerutdanningens matematikkfag. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. ISSN 1504-9922. Volume 10. Booklet 3.
  • Mosvold, Reidar; Ohnstad, Frøydis Oma (2016). Profesjonsetiske perspektiver på læreres omtaler av elever. Norsk pedagogisk tidsskrift. ISSN 0029-2052. Volume 100. Booklet 1. p. 26-36. DOI: 10.18261/issn.1504-2987-2016-01-04.
  • Sæbbe, Per-Einar; Mosvold, Reidar (2016). Initiating a conceptualization of the professional work of teaching mathematics in kindergarten in terms of discourse. Nordisk matematikkdidaktikk. ISSN 1104-2176. Volume 21. Booklet 4. p. 79-93.
  • 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.
  • Fauskanger, Janne; Mosvold, Reidar (2015). En metodisk studie av innholdsanalyse – med analyser av matematikklæreres undervisningskunnskap som eksempel. Nordisk matematikkdidaktikk. ISSN 1104-2176. Volume 20. Booklet 2. p. 79-96.
  • Fauskanger, Janne; Mosvold, Reidar (2015). The difficulty of measuring types of mathematics teachers' knowledge.. 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. 71-80.
  • Fauskanger, Janne; Mosvold, Reidar (2015). Why are Laura and Jane «not sure»?. 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. 3192-3198.
  • Jakobsen, Arne; Mosvold, Reidar (2015). Mathematical Knowledge for Teaching in Africa –A Review of Empirical Research. In: Mathematics, Science and Technology Education for Empowerment and Equity: Final proceedings. The Southern African Association for Research in Mathematics, Science and Technology. ISBN 978-0-9922269-0-9. p. 115-124.
  • Jankvist, Uffe Thomas; Mosvold, Reidar; Fauskanger, Janne; Jakobsen, Arne (2015). Analysing the use of history of mathematics through MKT. International journal of mathematical education in science and technology. ISSN 0020-739X. Volume 46. Booklet 4. p. 495-507. DOI: 10.1080/0020739X.2014.990528.
  • Mosvold, Reidar (2015). Interdiscursivity and developing mathematical discourse for teaching. 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. 3079-3085.
  • Mosvold, Reidar (2015). Lærerstudenters tingliggjøring av elevers prestasjoner. Tidsskriftet FoU i praksis. ISSN 1504-6893. Volume 9. Booklet 1. p. 51-66.
  • Mosvold, Reidar (2015). Potential uses of social media in and for mathematics education research. 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. 401-405.
  • Mosvold, Reidar; Bjuland, Raymond (2015). Lærerstudenters utvikling av matematikklæreridentitet. Norsk pedagogisk tidsskrift. ISSN 0029-2052. Volume 99. Booklet 2. p. 97-109.
  • Mosvold, Reidar; Fauskanger, Janne (2015). Kartlegging av læreres kunnskap er ikke enkelt. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. ISSN 1504-9922. Volume 9. Booklet 1.
  • Mosvold, Reidar; Fauskanger, Janne; Jakobsen, Arne (2015). Adapted Mathematical Knowledge for Teaching Measures: Reliable, But Still Challenging. In: Mathematics, Science and Technology Education for Empowerment and Equity: Final proceedings. The Southern African Association for Research in Mathematics, Science and Technology. ISBN 978-0-9922269-0-9. p. 380-385.
  • Mosvold, Reidar; Sæbbe, Per-Einar (2015). Tasks of teaching mathematics in kindergarten. 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. 339-348.
  • Potari, Despina; Figueiras, Lourdes; Mosvold, Reidar; Sakonidis, Charalampos; Skott, Jeppe (2015). Introduction to the papers and posters of TWG 19: Mathematics teacher and classroom practices. 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. 2968-2973.
  • Sæbbe, Per-Einar; Mosvold, Reidar (2015). Asking productive mathematical questions in kindergarten. 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. 1982-1989.
  • 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.
  • Fauskanger, Janne; Mosvold, Reidar (2014). Innholdsanalysens muligheter i utdanningsforskning. Norsk pedagogisk tidsskrift. ISSN 0029-2052. Volume 98. Booklet 2. p. 127-139.
  • Fauskanger, Janne; Mosvold, Reidar (2014). Studying teachers’ knowledge by the use of multiple-choice items. The case of “I’m not sure”. Nordisk matematikkdidaktikk. ISSN 1104-2176. Volume 19. Booklet 3–4. p. 41-55.
  • Hoover, Mark; Mosvold, Reidar; Fauskanger, Janne (2014). Common tasks of teaching as a resource for measuring professional content knowledge internationally. Nordisk matematikkdidaktikk. ISSN 1104-2176. Volume 19. Booklet 3–4. p. 7-21.
  • 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 (2014). Teachers’ Beliefs about Mathematical Horizon Content Knowledge. International Journal for Mathematics Teaching and Learning. ISSN 1473-0111.
  • 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; Jakobsen, Arne; Jankvist, Uffe Thomas (2014). How Mathematical Knowledge for Teaching May Profit from the Study of History of Mathematics. Science & Education. ISSN 0926-7220. Volume 23. Booklet 1. p. 47-60. DOI: 10.1007/s11191-013-9612-7.
  • Fauskanger, Janne; Mosvold, Reidar (2013). Analyzing focused discussions based on MKT items to learn about teachers’ beliefs. 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. 1339-1348.
  • Fauskanger, Janne; Mosvold, Reidar (2013). «Det ligger jo i bunn for alt» – om læreres oppfatning av undervisningskunnskap knyttet til posisjonssystemet. In: Proceedings of FoU i praksis 2012 : conference proceedings. Trondheim, 23. og 24. april 2012. Akademika forlag. ISBN 978-82-321-0086-6. p. 86-93.
  • Fauskanger, Janne; Mosvold, Reidar (2013). Teachers’ mathematical knowledge for teaching equality. In: Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education: Mathematics learning across the life span. PME. ISBN 978-3-89088-288-8. p. 289-296.
  • Mosvold, Reidar; Fauskanger, Janne (2013). Teachers' beliefs about mathematical knowledge for teaching definitions. International Electronic Journal of Mathematics Education. ISSN 1306-3030. Volume 8. Booklet 2-3. p. 43-61.
  • 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.
  • Sæbbe, Per-Einar; Mosvold, Reidar (2013). "Han går oppover mens han går nedover!" Femåringers refleksjoner om vertikal forflytning i klatrevegg. Nordisk Barnehageforskning. ISSN 1890-9167. Volume 6. Booklet 18.
  • 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.
  • Fauskanger, Janne; Mosvold, Reidar (2012). “Wrong, but still right” – Teachers reflecting on MKT items. In: Proceedings of the 34th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education: Navigating transitions along continuums. Western Michigan University. ISBN 978-0-615-69792-5. p. 423-429.
  • 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.
  • Mosvold, Reidar (2012). Førskolelærerens utfordringer knyttet til arbeidet med antall, rom og form i barnehagen. In: Læringskulturer i barnehagen. Flerfaglige forskningsperspektiver. Cappelen Damm Akademisk. ISBN 978-82-02-35016-1. p. 92-114.
  • Ng, Dicky; Mosvold, Reidar; Fauskanger, Janne (2012). Translating and Adapting the Mathematical Knowledge for Teaching (MKT) Measures: The Cases of Indonesia and Norway. The Mathematics Enthusiast. ISSN 1551-3440. Volume 9. Booklet 1&2. p. 149-178.
  • 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.
  • Fauskanger, Janne; Mosvold, Reidar (2010). Undervisningskunnskap i matematikk tilpasning av en amerikansk undersøkelse til norsk, og lærernes opplevelse av undersøkelsen. Norsk pedagogisk tidsskrift. ISSN 0029-2052. Volume 94. Booklet 2. p. 112-123.
  • 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.
  • Mosvold, Reidar (2010). Teachers' use of projects and textbook tasks to connect mathematics with everyday life. In: The first source book on Nordic research on mathemathics education. information Age Publishing. ISBN 978-1-61735-098-6. p. 169-180.
  • Fauskanger, Janne; Mosvold, Reidar (2009). Teachers' beliefs and knowledge about the place value system. In: Nordic Research in Mathematics Education. Sense Publishers. ISBN 978-90-8790-781-5. p. 159-165.
  • Fauskanger, Janne; Mosvold, Reidar (2009). Å regne - en introduksjon. In: Å regne i alle fag. Universitetsforlaget. ISBN 9788215014364. p. 13-18.
  • Mosvold, Reidar (2009). Å regne - med utgangspunkt i dagligdagse situasjoner. In: Å regne i alle fag. Universitetsforlaget. p. 44-55.
  • Mosvold, Reidar; Fauskanger, Janne; Jakobsen, Arne; Melhus, Kjersti (2009). Translating test items into Norwegian - without getting lost in translation?. Nordisk matematikkdidaktikk. ISSN 1104-2176. Volume 14. Booklet 4. p. 101-123.
  • Fauskanger, Janne; Mosvold, Reidar (2008). Kunnskaper og oppfatninger - implikasjoner for etterutdanning. Norsk pedagogisk tidsskrift. ISSN 0029-2052. Volume 92. Booklet 3. p. 187-197.
  • Mosvold, Reidar (2008). Real life connections in Japan and the Netherlands: National teaching patterns and cultural beliefs. International Journal for Mathematics Teaching and Learning. ISSN 1473-0111. p. 1-18.
  • Mosvold, Reidar (2007). Teaching "Mathematics in Everyday Life". In: Relating Practice and Research in Mathematics Education: Proceedings of NORMA 05, Fourth Nordic Conference on Mathematics Education. Tapir Akademisk Forlag.
  • Fauskanger, Janne; Mosvold, Reidar; Reikerås, Elin Kristi Lie (2009). Å regne i alle fag. Universitetsforlaget.
  • Mosvold, Reidar (2006). Mathematics in everyday life: A study of beliefs and actions. University of Bergen. ISBN 8230801355. 287 p.
  • Bass, Hyman; Mosvold, Reidar (2019). Teacher responses to public apparent student error: A confluence of mathematics and equitable teaching. 2019-02-06.
  • Brasel, Jason; Dahlgren, Matthew; Garcia, Nicole; Mosvold, Reidar; Yankson, Paul Kwame; Ball, Deborah (2019). But What Is It? Specialized Content Knowledge and Knowing Mathematics for Teaching in Secondary Settings. 2019-04-05 - 2019-04-09.
  • Dahlgren, Matthew; Mosvold, Reidar; Hoover, Mark (2019). Teacher educators’ understanding of mathematical knowledge for teaching. 2019-02-06 - 2019-02-10.
  • Hoover, Mark; Mosvold, Reidar (2019). Teaching as work: What is the object of study?. 2019-02-06 - 2019-02-10.
  • Mosvold, Reidar (2019). Matematikkundervisning: Et arbeid som skal gjøres. NTNU; 2019-03-28.
  • Mosvold, Reidar (2019). Quality of the PhD thesis: Reflections from the US. Universitetet i Agder; 2019-04-09.
  • Mosvold, Reidar (2019). Undervisningskunnskap i matematikk for lærere og barnehagelærere. Høgskolen i Innlandet; 2019-03-20.
  • Mosvold, Reidar; Bjuland, Raymond (2019). Balancing positioning of students and attention to content. 2019-02-06 - 2019-02-10.
  • Mosvold, Reidar; Hoover, Mark; Suzuka, Kara (2019). Gathering, sharing and re-using records of mathematics teaching: Why, what, and how. 2019-02-06 - 2019-02-10.
  • Sæbbe, Per-Einar; Mosvold, Reidar (2018). Teaching mathematics in Kindergarten and School - similar or different?. Universitetet i Agder; 2018-05-29 - 2018-05-30.
  • Bulien, Tone; Fauskanger, Janne; Mosvold, Reidar (2017). Challenges of constructing core concepts of Lesson Study in the discourse of teacher education. Nagoya University; 2017-11-24 - 2017-11-27.
  • Fauskanger, Janne; Mosvold, Reidar (2017). Mathematical tasks of teaching in teacher education: What can be learned from a challenging case?. European Society for Research in Mathematics Education; 2017-02-01 - 2017-02-05.
  • Fauskanger, Janne; Mosvold, Reidar (2017). Mathematics discourse in student teachers' instruction. 2017-01-17 - 2017-01-20.
  • 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.
  • 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 (2017). Skal forske på matte i ett år. Sandnesposten. [Newspaper]; 2017-07-13.
  • Mosvold, Reidar (2017). Til USA for å forske på matematikk. NRK Rogaland. [Radio]; 2017-07-24.
  • Mosvold, Reidar; Bjuland, Raymond; Fauskanger, Janne (2017). Investigating potential improvements of mathematics student teachers’ instruction from Lesson Study. 2017-02-01 - 2017-02-05.
  • Mosvold, Reidar; Fauskanger, Janne (2017). Applying the MDI framework in a Norwegian context. NORME; 2017-05-30 - 2017-06-02.
  • Mosvold, Reidar; Hoover, Mark (2017). Reviewing influence of mathematical knowledge for teaching on mathematics teaching. 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.
  • Fauskanger, Janne; Mosvold, Reidar (2016). Dette skiller en god og en dårlig mattelærer. forskning.no. [Internet]; 2016-04-18.
  • Fauskanger, Janne; Mosvold, Reidar (2016). Fra kunnskap til praksis: endring i fokus i matematikkfaget i lærerutdanningen.
  • Fauskanger, Janne; Mosvold, Reidar (2016). Hvilke matematiske undervisningsoppgaver inngår i matematikkundervisning av høy kvalitet?.
  • Fauskanger, Janne; Mosvold, Reidar (2016). Mathematical tasks of teaching and the professional and Cultural aspects of teaching. University of Hamburg; 2016-07-24 - 2016-07-31.
  • Jankvist, Uffe Thomas; Mosvold, Reidar; Clark, Kathy (2016). Mathematical knowledge for teaching teachers: The case of history in mathematics education. 2016-07-18 - 2016-07-22.
  • 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.
  • Mosvold, Reidar (2016). Hva skal til for at lærere utvikler sin kompetanse i møte mellom barnehage og skole?. Utdanningsdirektoratet; 2016-09-26 - 2016-09-27.
  • Mosvold, Reidar (2016). Quo vadis, UKM?. Universitetet i Bergen;
  • Mosvold, Reidar; Hoover, Mark (2016). Guest editorial: Mathematical knowledge for teaching: Developing measures and measuring development.
  • 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; 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.
  • Fauskanger, Janne; Mosvold, Reidar (2015). Undervisningskunnskap i matematikk (UKM) - rent praktisk. Å utvikle UKM gjennom å diskutere episoder fra klasserommet. Matemaitkksenteret; 2015-05-27.
  • Fauskanger, Janne; Mosvold, Reidar (2015). Why are Laura and Jane "not sure"?. 2015-02-04 - 2015-02-08.
  • Jakobsen, Arne; Mosvold, Reidar (2015). Mathematical knowledge for teaching in Africa – a review of empirical research. SAARMSTE; 2015-01-13 - 2015-01-16.
  • Kristensen, Morten Søyland; Fauskanger, Janne; Mosvold, Reidar (2015). Å studere matematikklæreres oppfatninger, noen metodologiske betraktninger. 2015-04-09 - 2015-04-10.
  • Mosvold, Reidar (2015). Developing mathematical discourse for teaching in teacher education: a case of the equal sign. 2015-02-04 - 2015-02-08.
  • Mosvold, Reidar; Dyrstad, Sindre Mikal (2015). The publishing game. 2015-04-21.
  • Mosvold, Reidar; Fauskanger, Janne (2015). Undervisningskunnskap i matematikk (UKM) - teori og forskning. Matematikksenteret; 2015-05-27.
  • Mosvold, Reidar; Fauskanger, Janne; Jakobsen, Arne (2015). Adapted Mathematical Knowledge for Teaching Measures: Reliable, But Still Challenging. SAARMSTE; 2015-01-13 - 2015-01-16.
  • Sæbbe, Per-Einar; Mosvold, Reidar (2015). Asking productive mathematical questions in kindergarten. 2015-02-04 - 2015-02-08.
  • 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.
  • Fauskanger, Janne; Mosvold, Reidar (2014). Editorial.
  • Fauskanger, Janne; Mosvold, Reidar (2014). The difficulties of measuring types of mathematics teachers' knowledge. 2014-06-03 - 2014-06-06.
  • Mosvold, Reidar (2014). Potential uses of social media in and for mathematics education research. 2014-06-03 - 2014-06-06.
  • Mosvold, Reidar; Sæbbe, Per-Einar (2014). Tasks of teaching as a foundation for investigating kindergarten teachers’ mathematical competence. 2014-06-03 - 2014-06-06.
  • 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.
  • Fauskanger, Janne; Mosvold, Reidar (2013). Hvilken kunnskap må en fremtidig matematikklærer ha?. Høgskolen i Østfold; 2013-09-16 - 2013-09-19.
  • Fauskanger, Janne; Mosvold, Reidar (2013). STUDYING TEACHERS’ EPISTEMIC BELIEFS BY USING FOCUSED DISCUSSIONS BASED ON MKT ITEMS. European Society for Research in Mathematics Education; 2013-02-05 - 2013-02-10.
  • Fauskanger, Janne; Mosvold, Reidar (2013). Teachers' mathematical knowledge for teaching equality. 2013-07-28 - 2013-08-02.
  • Mosvold, Reidar (2013). Teorier og rammeverk for lærerkunnskap – eksempler fra matematikkdidaktik. Høgskolen i Volda; 2013-11-08.
  • 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 (2013). Hva fokuserer de egentlig på? Lærerstudenters diskusjoner før og etter en praksisperiode i matematikk. Høgskolen i Østfold; 2013-09-16 - 2013-09-19.
  • 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.
  • Størksen, Ingunn; Mosvold, Reidar (2013). Assessing early math skills with tablet computers: Development of the Ani Banani Math Test (ABMT) for young children. Norges forskningsråd; 2013-03-18.
  • Fauskanger, Janne; Mosvold, Reidar (2012). "Alle trenger å lære mer om posisjonssystemet” - om læreres oppfatning om et aspekt ved UKM. 2012-04-23 - 2012-04-24.
  • Fauskanger, Janne; Mosvold, Reidar (2012). “Wrong, but still right” – Teachers reflecting on MKT items. Western Michigan University; 2012-11-01 - 2012-11-04.
  • jankvist, Uffe Thomas; Mosvold, Reidar; Fauskanger, Janne; Jakobsen, Arne (2012). MATHEMATICAL KNOWLEDGE FOR TEACHING IN RELATION TO HISTORY IN MATHEMATICS EDUCATION. International Congress on Mathematics Education; 2012-07-07 - 2012-07-14.
  • Mosvold, Reidar; Fauskanger, Janne (2012). TEACHERS’ EPISTEMIC BELIEFS ABOUT MKT DEFINITIONS.Teachers’ Knowledge of Mathematical Definitions: What They Need to Know and What They Think They Need to Know. 2012-04-13 - 2012-04-17.
  • Mosvold, Reidar; Fauskanger, Janne (2012). Testing av matematikklærere. Nei takk, men ja til faglige diskusjoner.
  • Alvestad, Marit; Mosvold, Reidar; Vist, Torill (2011). Learning Cultures in Early Childhood Educational Contexts. Presentasjon av temanr. 43(3)2011, International Journal of Early Childhood (IJEC). Institutt for førskolelærerutdanning,Programområdet LiB; 2011-12-06.
  • 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 (2011). Førskolelæreres profesjonskunnskap i matematikk. Høgskulen i Volda; 2011-09-19 - 2011-09-22.
  • Mosvold, Reidar (2011). MKT – from U.S. schools to Norwegian kindergartens. Utah State University; 2011-10-19.
  • Mosvold, Reidar; Alvestad, Marit (2011). The Guest Editors’ Introduction to the Special Issue: Learning Cultures in Early Childhood Educational Contexts.
  • 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.
  • Ng, Dicky; Kwon, Minsung; Mosvold, Reidar (2011). Sequence and Strategies for Comparing and Ordering Fractions in Indonesian, Korean, Norwegian, and U.S. Mathematics Textbooks. 2011-04-08 - 2011-04-12.
  • Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond (2010). Hva må læreren kunne?.
  • Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond (2010). Undervisningskunnskap i matematikk - Hva er det, og hva har det å si for innholdet i lærerutdanningen?. 2010-05-05 - 2010-05-08.
  • Mosvold, Reidar (2010). UKM - Et kritisk aspekt ved læreres kompetanse. 2010-09-20 - 2010-09-23.
  • Fauskanger, Janne; Mosvold, Reidar (2009). Etter- og videreutdanning av matematikklærere: Et spørsmål om antall studiepoeng eller om innhold?.
  • Fauskanger, Janne; Mosvold, Reidar (2009). Ny UiS-test skal styrke mattelærer-utdanningen. [Newspaper]; 2009-01-28.
  • Fauskanger, Janne; Mosvold, Reidar (2009). OLF sponser matematikkforskning. [Newspaper]; 2009-01-29.
  • Mosvold, Reidar; Fauskanger, Janne (2009). Challenges of Translating and Adapting the MKT Measures for Norway. 2009-04-13 - 2009-04-17.
  • Alvestad, Marit; Mosvold, Reidar (2008). Barnehageforskning på offensiven Intervju om forskerskole for førskolefeltet (journalist: Arne Solli). [Newspaper]; 2008-09-10.
  • Fauskanger, Janne; Mosvold, Reidar (2008). Teachers' beliefs and knowledge about the place value system. 2008-04-21 - 2008-04-25.
  • Mosvold, Reidar (2008). Refleksjoner omkring hverdagsmatematikk.
  • Mosvold, Reidar (2008). "Snipp, snapp, snute - Er gutta ute?" Presentasjon av et likestillingsprosjekt ved UiS. Vatnekrossen barnehage; 2008-04-11.
  • Mosvold, Reidar (2007). Matematikk i barnehagen. Kornberget barnehage; 2007-01-23.
  • Mosvold, Reidar (2007). Matematikk i barnehagen - barn er matematiske!. Dronningåsen barnehage; 2007-03-28.
  • Fauskanger, Janne; Reikerås, Elin Kristi Lie; Mosvold, Reidar (2006). Matematikk for små og store. [Newspaper]; 2006-09-26.
  • Mosvold, Reidar (2006). Matematikk i dagliglivet - fra tanke til handling.