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Raymond Bjuland

Professor

Fakultet for utdanningsvitenskap og humaniora
Institutt for grunnskolelærerutdanning, idrett og spesialpedagogikk
HL K-158
Publications
  • Vitenskapelige publikasjoner
    • Hovtun, Gaute; Mosvold, Reidar; Bjuland, Raymond; Fauskanger, Janne; Gjære, Åsmund Lillevik; Jakobsen, Arne; Kristensen, Morten Søyland

      (2021)

      Exploring opportunities to learn mathematics in practice-based teacher education : a Norwegian case study. I: Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021.

      ISBN 9789198402438.

      s.137-144.

    • Fauskanger, Janne; Bjuland, Raymond

      (2021)

      Learning professional noticing by co-planning mathematics instruction. I: Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021.

      ISBN 9789198402438.

      s.65-72.

    • Jacinto, Everton Lacerda; Kazima, Mercy; Jakobsen, Arne; Bjuland, Raymond

      (2021)

      Mathematics Teacher Education in Malawi. I: International perspectives on mathematics teacher education.

      Information Age Publishing

      ISBN 9781648026300.

      s.75-92.

    • Mosvold, Reidar; Fauskanger, Janne; Bjuland, Raymond; Helgevold, Nina; Jakobsen, Arne; Kazima, Mercy

      (2020)

      Malawian primary mathematics teachers views on teaching and learning. I: 28th Conference of the Southern African association for research in mathematics science and technology education : SAARMSTE 14-16 January 2020 : Fostering delight in mathematics science and technology education.

      The Southern African Association for Research in Mathematics, Science and Technology

      ISBN 9780639835211.

      s.120-123.

    • Jacinto, Everton Lacerda; Jakobsen, Arne; Bjuland, Raymond

      (2020)

      A case study of one Malawian pre-service teachers understanding of pedagogical content knowledge entailed in the work of teaching mathematics. I: 28th Conference of the Southern African association for research in mathematics science and technology education : SAARMSTE 14-16 January 2020 : Fostering delight in mathematics science and technology education.

      The Southern African Association for Research in Mathematics, Science and Technology

      ISBN 9780639835211.

      s.75-82.

    • 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.

      Volum 21.

      Hefte 1.

      s.125-144.

    • Ni Shuilleabhain, Aoibhinn; Bjuland, Raymond

      (2019)

      Incorporating lesson study in ITE: organisational structures to support student teacher learning.

      Journal of Education for Teaching

      ISSN 0260-7476.

      Volum 45.

      Hefte 4.

      s.434-445.

      DOI: 10.1080/02607476.2019.1639262

    • Fauskanger, Janne; Bjuland, Raymond

      (2019)

      Learning to elicit and respond to students’ mathematical ideas through Teacher Time-Out. . I: 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.

      s.47-58.

    • Norton, Julie; Helgevold, Nina; Bjuland, Raymond

      (2019)

      The role of collaborative planning : How to use joint planning as a learning process in lesson study. I: Lesson study in initial teacher education : Principles and practices.

      Emerald Group Publishing Limited

      ISBN 9781787567986.

      s.61-73.

      DOI: 10.1108/978-1-78756-797-920191005

    • Bjuland, Raymond

      (2019)

      Preface : mathematics teacher preparation and lesson study. I: Theory and practice of lesson study in mathematics : an international perspective.

      Springer Nature

      ISBN 9783030040314.

      s.459-463.

      DOI: 10.1007/978-3-030-04031-4_22

    • Mosvold, Reidar; Bjuland, Raymond

      (2019)

      The work of positioning students and content in mathematics teaching. I: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education.

      European Society for Research in Mathematics Education

      ISBN 978-90-73346-75-8.

      s.3696-3703.

    • Fauskanger, Janne; Bjuland, Raymond

      (2019)

      Tools for helping student-teachers learning the complex work of teaching in lesson study cycles.. I: Lesson study in initial teacher education : Principles and practices.

      Emerald Group Publishing Limited

      ISBN 9781787567986.

      s.133-146.

      DOI: 10.1108/978-1-78756-797-920191010

    • 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.

      Volum 70.

      s.246-254.

      DOI: 10.1016/j.tate.2017.11.026

    • Fauskanger, Janne; Bjuland, Raymond

      (2018)

      Deep learning as constructed in mathematics teachers’ written discourses.

      International Electronic Journal of Mathematics Education (IEJME)

      ISSN 1306-3030.

      Volum 13.

      Hefte 3.

      s.149-160.

      DOI: 10.12973/iejme/2705

    • 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.

      Volum 7.

      Hefte 1.

      s.8-22.

      DOI: 10.1108/IJLLS-06-2017-0030

    • Fauskanger, Janne; Mosvold, Reidar; Valenta, Anita; Bjuland, Raymond

      (2018)

      Good mathematics teaching as constructed in Norwegian teachers’ discourses . I: 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.

      s.239-248.

    • Mwadzaangati, Lisnet; Mosvold, Reidar; Bjuland, Raymond

      (2017)

      Investigating the work of teaching geometric proof: The case of a Malawian secondary mathematics teacher. I: 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.

      s.308-317.

    • Thomo, Florence Mamba; Mosvold, Reidar; Bjuland, Raymond

      (2017)

      A preservice secondary teacher's pedagogical content knowledge for teaching algebra. I: 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.

      s.3336-3343.

    • Langåker, Ellinor Bollete; Bjuland, Raymond

      (2017)

      Investigating communicative patterns in a Malawian classroom: A teacher's use of semiotic resources. I: 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.

      s.88-102.

    • 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. I: 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.

      s.3384-3391.

    • Mosvold, Reidar; Bjuland, Raymond; Fauskanger, Janne

      (2017)

      Investigating potential improvements of mathematics student teachers’ instruction from Lesson Study. I: 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.

      s.2956-2963.

    • 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.

      Volum 58.

      s.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?. I: Lesson study i en nordisk kontekst.

      Gyldendal Akademisk

      ISBN 9788205490888.

      s.33-50.

    • Mosvold, Reidar; Bjuland, Raymond

      (2016)

      Aktivitetsteoretiske perspektiver på Lesson Study og praksisopplæring i grunnskolelærerutdanning. I: Lesson study i en nordisk kontekst.

      Gyldendal Akademisk

      ISBN 9788205490888.

      s.178-194.

    • 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.

      Volum 5.

      Hefte 2.

      s.142-154.

      DOI: 10.1108/IJLLS-12-2015-0047

    • Mosvold, Reidar; Bjuland, Raymond

      (2015)

      Lærerstudenters utvikling av matematikklæreridentitet.

      Norsk pedagogisk tidsskrift

      ISSN 0029-2052.

      Volum 99.

      Hefte 2.

      s.97-109.

    • Bjuland, Raymond; Mosvold, Reidar; Fauskanger, Janne

      (2015)

      What questions do mathematics mentor teachers ask?. I: 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.

      s.2762-2769.

    • 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.

      Volum 52.

      s.83-90.

      DOI: 10.1016/j.tate.2015.09.005

    • Bjuland, Raymond; Helgevold, Nina; Munthe, Elaine

      (2015)

      Lesson Study og lærerstudenters fokus på elevers læring i veiledningssamtaler.

      Acta Didactica Norge

      ISSN 1504-9922.

      Volum 9.

      Hefte 1.

      s.1-17.

      DOI: 10.5617/adno.1299

    • Bjuland, Raymond; Mosvold, Reidar; Fauskanger, Janne

      (2015)

      Pre-service teachers developing lesson plans in field practice. I: Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014.

      ISBN 978-952-5993-17-2.

      s.51-60.

    • Jakobsen, Arne; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond

      (2014)

      Undervisningskunnskap i matematikk for lærere på 1.–7. trinn. I: QED 1-7: Matematikk for grunnskolelærerutdanningen: Bind 2.

      Cappelen Damm Akademisk

      ISBN 978-82-02-42092-5.

      s.631-656.

      DOI: 10.18261/issn.1893-8981-2018-04-03

    • Mosvold, Reidar; Fauskanger, Janne; Bjuland, Raymond

      (2014)

      Fra “de” til “vi”? – fokus i lærerstudenters refleksjoner før og etter en praksisperiode i matematikk. I: FoU i praksis 2013. Artikkelsamling fra konferanse om praksisrettet FoU i lærerutdanning.

      Akademika forlag

      ISBN 978-82-321-04215.

      s.192-200.

    • Jakobsen, Arne; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond

      (2014)

      Undervisningskunnskap i matematikk for lærere på 5. - 10. trinn. I: QED 5-10. Matematikk for grunnskolelærerutdanningen. Bind 2.

      Cappelen Damm Akademisk

      ISBN 978-82-02-42098-7.

      s.567-588.

    • 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.

      Volum 19.

      Hefte 1.

      s.53-73.

    • Bjuland, Raymond; Mosvold, Reidar

      (2014)

      Lærerstudenters refleksjoner om utvikling av læringsfellesskap.

      UNIPED

      ISSN 1500-4538.

      Volum 37.

      Hefte 4.

      s.46-57.

      DOI: 10.3402/uniped.v37.23242

    • Mosvold, Reidar; Fauskanger, Janne; Bjuland, Raymond; Jakobsen, Arne

      (2013)

      Using content analysis to investigate student teachers’ beliefs about pupils. I: 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.

      s.1389-1398 .

    • 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: Mathematics Education

      ISSN 1863-9690.

      Volum 44.

      Hefte 3.

      s.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. I: Proceedings of NORMA 11 The Sixth Nordic Conference on Mathematics Education.

      University of Iceland Press

      ISBN 978-9979-54-965-9.

      s.359-368.

    • 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.

      Volum 15.

      s.405-424.

      DOI: 10.1007/s10857-012-9216-1

    • Bjurland, Raymond

      (2012)

      The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasonin.

      ZDM: Mathematics Education

      ISSN 1863-9690.

      Volum 44.

      Hefte 5.

      s.665-675.

      DOI: 10.1007/s11858-012-0421-2

    • Jakobsen, Arne; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond

      (2011)

      Similar but different - Investigating the use of MKT in a Norwegian kindergarten setting. I: 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.

      s.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.?. I: 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.

      s.163-168.

    • 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.

      Volum 16.

      Hefte 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. I: 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.

      s.. 1575-1584.

    • Mosvold, Reidar; Bjuland, Raymond

      (2011)

      An activity theory view on learning studies.

      International Journal of Early Childhood

      ISSN 0020-7187.

      Volum 43.

      Hefte 3.

      s.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. I: 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.

      s.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. I: 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.

      s.139-153.

    • Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond

      (2010)

      "Eg kan jo multiplikasjon, men ka ska eg gjørr?" - det utfordrende undervisningsarbeidet i matematikk. I: Ny som lærer : sjansespill og samspill.

      Tapir Akademisk Forlag

      ISBN 978-82-519-2514-3.

      s.99-114.

    • Jaworski, Barbara; Bjuland, Raymond

      (2009)

      Teachers' perspectives on collaboration with didacticians to create an inquiry community.

      Research in Mathematics Education

      ISSN 1479-4802.

      Volum 111.

      Hefte 1.

      s.21-38.

    • Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik

      (2009)

      The constitution of mathematics teacher identity. I: Nordic Research in Mathematics Education.

      Brill|Sense

      ISBN 978-90-8790-781-5.

      s.109-116.

    • Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik

      (2009)

      The constitution of mathematics teacher identity. I: Nordic research in mathematics education. Proceedings from Norma08 in Copenhagen, April 21-April 25, 2008.

      Brill|Sense

      ISBN 9789087907822.

      s.109-116.

    • 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. I: Proceedings of the 32th Conference of the International Group for the Psychology of Mathematics Education (PME 32).

      s.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.

      Volum 10.

      Hefte 3.

      s.271-292.

    • Bjuland, Raymond

      (2007)

      Mathematically productive discourses among student teachers.

      Nordisk matematikkdidaktikk

      ISSN 1104-2176.

      Volum 12.

      Hefte 2.

      s.33-55.

    • Bjuland, Raymond

      (2007)

      Collaborative problem solving in geometry without teacher intervention. I: Relating practice and research in mathematics education : proceedings of NORMA 05, Fourth Nordic Conference on Mathematics Education.

      Tapir Akademisk Forlag

      s.177-188.

    • 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. I: European Research in Mathematics Education : Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education.

      European Society for Research in Mathematics Education

      s.1129-1139.

    • Borgersen, Hans Erik; Bjuland, Raymond

      (2007)

      Verksted for problemløsning i matematikk: Mening, bevis og generalisering. I: Læringsfellesskap i matematikk.

      Caspar Forlag

    • Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik

      (2007)

      En lærers bruk av problemløsningsverksted: Fra LCM til klasserommet. I: Læringsfellesskap i matematikk.

      Caspar Forlag

    • Bjuland, Raymond

      (2007)

      Adult Students' Reasoning in Geometry: Teaching Mathematics through Collaborative Problem Solving in Teacher Education.

      The Mathematics Enthusiast

      ISSN 1551-3440.

      Volum 4.

      Hefte 1.

    • Bjuland, Raymond

      (2006)

      Dialogiske tilnærminger i klasserommet: Utvikling av matematiske begreper gjennom lærer-elev dialog i klasserommet eller gjennom elevsamarbeid i smågrupper. I: Ulike perspektiv på læring.

      s.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.

      Volum 55.

      Hefte 01.mar.

      s.199-225.

    • Bjuland, Raymond

      (1998)

      Lærerstudenters matematiske tenkning og utvikling i en sosial kontekst. Problemløsning i smågrupper.

      Nordisk matematikkdidaktikk

      ISSN 1104-2176.

      Volum 6.

      Hefte 2.

      s.41-66.

  • Bøker og kapitler
    • Munthe, Elaine; Helgevold, Nina; Bjuland, Raymond

      (2015)

      Lesson Study I Utdanning Og Praksis.

      Cappelen Damm Akademisk

      ISBN 978-82-02-47063-0.

    • 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.

    • Bjuland, Raymond

      (1999)

      Problem-solving processes in geometry. Teacher students' co-operation in small groups: A dialogical approach. I: Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (23rd, Haifa, Israel, July 25-30, 1999).

      s.2121-128.

  • Formidling
    • Bjuland, Raymond; Fauskanger, Janne

      (2021)

      Lesson Study i lærerutdanningen ved UiS: Erfaringer fra matematikk .

    • Fauskanger, Janne; Bjuland, Raymond

      (2021)

      Learning professional noticing by co-planning mathematics instruction.

    • Fauskanger, Janne; Mosvold, Reidar; Wæge, Kjersti; Bjuland, Raymond

      (2021)

      Teacher time out as site for studying mathematical knowledge for teaching.

    • Fauskanger, Janne; Bjuland, Raymond

      (2021)

      Learning to notice learners’ mathematical thinking while co-enacting instruction.

    • Bjuland, Raymond

      (2020)

      Lesson Study i grunnskolelæreres praksisopplæring?.

    • Bjuland, Raymond

      (2020)

      Lesson Study inspirert praksisopplæring i grunnskolelærerutdanning .

    • Fauskanger, Janne; Helgevold, Nina; Jakobsen, Arne; Mosvold, Reidar; Bjuland, Raymond; Kazima, Mercy

      (2020)

      Malawian primary mathematics teachers’ views on teaching and learning.

    • Fauskanger, Janne; Helgevold, Nina; Bjuland, Raymond; Mosvold, Reidar; Kazima, Mercy; Jakobsen, Arne

      (2020)

      Changing Malawian primary teachers’ views on teaching and learning through Lesson Study..

    • Jacinto, Everton Lacerda; Jakobsen, Arne; Bjuland, Raymond

      (2020)

      A Case Study of One Malawian Pre-service Teacher’s Understanding of Pedagogical Content Knowledge Entailed in the Work of Teaching Mathematics.

    • Mosvold, Reidar; Bjuland, Raymond

      (2019)

      Balancing positioning of students and attention to content.

    • Bjuland, Raymond

      (2019)

      Lesson Study som redskap for læreres profesjonsutvikling - muligheter og utfordringer.

    • Bjuland, Raymond

      (2019)

      Hvordan lede utviklingsarbeidet med fagfornyelsen?.

    • Bjuland, Raymond

      (2019)

      Quality of the PhD thesis: Reflections from the University of Stavanger .

    • Bjuland, Raymond; Fauskanger, Janne

      (2018)

      The challenge of providing instructional support in mentoring conversations: Mathematics student teachers' support in field service .

    • Bjuland, Raymond

      (2018)

      Lesson study as a promising approach for professional development of mathematics teachers and mathematics teacher educators (in Norway and in Malawi).

    • Bjuland, Raymond

      (2018)

      Metodiske betraktninger knyttet til forskerens ulike roller i forskningsprosjekter .

    • Kazima, Mercy; Jakobsen, Arne; Fauskanger, Janne; Bjuland, Raymond

      (2018)

      Strengthening Numberacy in Early Years Through Professional Development of Teachers in Malawi.

    • Bjuland, Raymond

      (2018)

      Panel discussion, Culture meets culture, mathematics in and around us. A case study from a Malawian classroom .

    • 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.

    • Langåker, Ellinor; Bjuland, Raymond

      (2017)

      Investigating communicative patterns in a Malawian mathematics classroom: A teacher's use of semiotic resources.

    • Mosvold, Reidar; Bjuland, Raymond; Fauskanger, Janne

      (2017)

      Investigating potential improvements of mathematics student teachers’ instruction from Lesson Study.

    • Mamba, Florence; Mosvold, Reidar; Bjuland, Raymond

      (2017)

      A preservice secondary teacher’s pedagogical content knowledge for teaching algebra.

    • 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.

    • Bjuland, Raymond

      (2017)

      Possibilities and challenges of implementing Lesson Study in mathematics teacher education.

    • Fauskanger, Janne; Mosvold, Reidar; Valenta, Anita; Bjuland, Raymond

      (2017)

      Good mathematics teaching as constructed in Norwegian teachers’ discourses.

    • Bjuland, Raymond; Helgevold, Nina

      (2017)

      Muligheter og utfordringer med Lesson Study som skolebasert kunnskapsutvikling.

    • Bjuland, Raymond; Helgevold, Nina; Næsheim-Bjørkvik, Gro

      (2017)

      Dybdelæring gjennom Lesson Study.

    • Mamba, Florence; Mosvold, Reidar; Bjuland, Raymond

      (2016)

      A Malawian preservice secondary school teacher’s mathematical knowledge for teaching equations.

    • Bjuland, Raymond

      (2016)

      Skolebasert kunnskapsutvikling gjennom Lesson Study.

    • Mwadzaangati, Lisnet; Mosvold, Reidar; Bjuland, Raymond

      (2016)

      Investigating the work of teaching geometric proof: The case of a Malawian secondary mathematics teacher.

    • 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.

    • 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.

    • Bjuland, Raymond; Mosvold, Reidar; Fauskanger, Janne

      (2015)

      What questions do mathematics mentor teachers ask?.

    • Bjuland, Raymond; Helgevold, Nina

      (2015)

      Lesson Study inspirert praksisopplæring.

    • Bjuland, Raymond; Mosvold, Reidar

      (2015)

      Lesson study in teacher education: Learning from a negative case.

    • Bjuland, Raymond

      (2015)

      Experiences from a NFR Project. What can we learn?.

    • Bjuland, Raymond

      (2015)

      Results from the TasS Project, Lesson Study in ITE.

    • Bjuland, Raymond

      (2015)

      The professional continuum starts in ITE. How do we qualify for future professional growth? Lesson Study in ITE.

    • Bjuland, Raymond

      (2015)

      Erfaringer med Lesson Study i Grunnskolelærerutdanning(GLU).

    • Bjuland, Raymond

      (2015)

      Implementing Lesson Study in ITE Field practice.

    • Bjuland, Raymond

      (2015)

      Hvordan kan Lesson Study bidra til skolebasert kunnskapsutvikling - resultater fra TasS prosjektet.

    • Bjuland, Raymond

      (2015)

      Hvordan kan Lesson Study bidra til skolebasert kunnskapsutvikling?.

    • Bjuland, Raymond; Helgevold, Nina

      (2014)

      Lesson Study i praksisopplæringen.

    • Smedstad, Tormod; Bjuland, Raymond; Helgevold, Nina

      (2014)

      Lærere som lærer (Omtale av TasS prosjektet, UiS).

    • Bjuland, Raymond

      (2014)

      Teachers as Students, et eksperimentelt design i GLU.

    • Bjuland, Raymond; Helgevold, Nina; Østrem, Sissel; Juhler, Martin Vogt; Larssen, Deborah

      (2014)

      Results from the TasS project.

    • Bjuland, Raymond; Mosvold, Reidar; Fauskanger, Janne

      (2014)

      Dialogues of student teachers developing lesson plans of mathematics in field practice.

    • Mosvold, Reidar; Fauskanger, Janne; Bjuland, Raymond; Jakobsen, Arne

      (2013)

      Who are “they”? Student teachers’ beliefs.

    • Mosvold, Reidar; Bjuland, Raymond; Fauskanger, Janne

      (2013)

      Fra "de" til "vi" – fokus i lærerstudenters diskusjoner før og etter en praksisperiode i matematikk.

    • Bjuland, Raymond

      (2013)

      Symposium: Muligheter for studenters læring i praksisopplæring.

    • Munthe, Elaine; Bjuland, Raymond; Helgevold, Nina

      (2013)

      Lesson Study in Initial Teacher Education.

    • Bjuland, Raymond

      (2013)

      Å regne i alle fag med matematikklæreren som hovedansvarlig.

    • Bjuland, Raymond

      (2013)

      Vurdering med fokus på underveisvurdering.

    • Bjuland, Raymond

      (2013)

      Teachers as Students - Lærere som lærer.

    • Bjuland, Raymond; Mosvold, Reidar; Fauskanger, Janne

      (2013)

      Affordances and constraints for student teachers' learning in a pre-lesson mentoring session of mathematics.

    • Bjurland, Raymond

      (2012)

      Foreløpige forskningsresultater i TasS prosjektet.

    • Bjurland, Raymond

      (2012)

      Presentasjon av TasS-prosjektet (Teachers as Students).

    • Bjurland, Raymond

      (2012)

      Didaktiske utfordringer i klasserommet, mellomtrinn.

    • Bjurland, Raymond

      (2012)

      Hva betyr det å gjøre matematikk? Åpne oppgaver og problemer.

    • Bjurland, Raymond

      (2012)

      Diagnostisk undervisning - kartlegging.

    • Bjurland, Raymond

      (2012)

      Didaktiske utfordringer i klasserommet, ungdomstrinn.

    • Bjurland, Raymond; Jakobsen, Arne

      (2012)

      Studenter lærer av elever, TasS-prosjektet (Teachers as Students).

    • Jakobsen, Arne; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond

      (2011)

      Correlations between teachers’ MKT in different content areas.

    • Bjuland, Raymond

      (2011)

      The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning.

    • Bjuland, Raymond

      (2011)

      Kommentar til Ole Kristian Bergems forelesning: Aktuelle utfordringer i matematikkfaget. Analyser av funn fra TIMSS 2007 og PISA+.

    • Bjuland, Raymond

      (2011)

      Fra matteskrekk til mattemestring.

    • 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.?.

    • 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.

    • Jakobsen, Arne; Fauskanger, Janne; Mosvold, Reidar; Bjuland, Raymond

      (2011)

      Item performance characteristics found in a Norwegian study using mathematical knowledge for teaching measures.

    • Mosvold, Reidar; Bjuland, Raymond; Fauskanger, Janne; Jakobsen, Arne

      (2011)

      Similar but different - Investigating the use of MKT in a Norwegian kindergarten setting.

    • Bjuland, Raymond

      (2010)

      Vurdering for læring - Utfordringer knytta til underveisvurderung i matematikk - ungdomsskolelærere.

    • Bjuland, Raymond

      (2008)

      Utforskende aktiviteter i klasserommet: kan det gi næring til elevers engasjement i læring av matematikk?.

    • Bjuland, Raymond

      (2008)

      The Constitution of Mathematics Teacher Identity.

    • Cestari, Maria Luiza; Bjuland, Raymond; Borgersen, Hans Erik

      (2007)

      Identity in education. The constitution of mathematics teacher identity from a socio cultural perspective.

    • Bjuland, Raymond; Borgersen, Hans Erik; Damsgaard, Kjetil; Mjølund, Tor Arne

      (2007)

      Styrt utforsking og samarbeidslæring i videregående skole.

    • 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.

    • Bjuland, Raymond; Cestari, Maria Luiza; Borgersen, Hans Erik

      (2006)

      En lærers bruk av problemløsningsverksted: Fra LCM til klasserommet.

    • Bjuland, Raymond

      (2005)

      Collaborative problem solving in geometry without teacher intervention.

    • Bjuland, Raymond

      (2005)

      Dialogiske tilnærminger i klasserommet.

    • Bjuland, Raymond

      (2004)

      Utvikling av matematiske begreper gjennom lærer-elev dialog i klasserommet eller gjennom elevsamarbeid i smågrupper.

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