Raymond Bjuland

Reidar Mosvold; Janne Fauskanger; Raymond Bjuland (2026) Tasks of teaching in the context of building thinking classrooms. I: Vondrová Naďa; Ferretti Federica; Janne Fauskanger; Reidar Mosvold, Proceedings of the Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice. European Society for Research in Mathematics Education. ISBN 9788076036734. s.82-89. DOI: https://hal.science/hal-05463964

Everton Lacerda Jacinto; Arne Jakobsen; Raymond Bjuland (2025) Tracing pre-service teachers’ understanding of specialized content knowledge for sequencing and structuring mathematics learning in low-resource Malawi classrooms. I: African Journal of Teacher Education (AJOTE). Online ISSN 1916-7822. Volum 14. s.92-116. DOI: 10.21083/ajote.v14i2.8309

Reidar Mosvold; Janne Fauskanger; Raymond Bjuland; Peter Liljedahl (2025) Explicating the work of monitoring students’ mathematical thinking. I: Camilla Spagnolo; Giorgio Bolondi; Marianna Bosch; Michael Gaidoschik; Susana Carreira, Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy.. European Society for Research in Mathematics Education. ISBN 9791221086553. DOI: https://hal.science/hal-05287334v1/document

Raymond Bjuland; Janne Fauskanger; Reidar Mosvold; Peter Liljedahl (2025) Tensions emerging when discussing tasks for problem-solving lessons. I: Giorgio Bolondi; Camilla Spagnolo; Marianna Bosch; Michael Gaidoschik; Susana Carreira, Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy.. European Society for Research in Mathematics Education. ISBN 9791221086553. DOI: https://hal.science/hal-05284361v1/document

Janne Fauskanger; Raymond Bjuland; Reidar Mosvold (2025) Identifying narratives of an individual mathematics teacher that might limit professional development. I: Jóhann Örn Sigurjónsson; Guri A. Nortvedt; Peter Nyström; Charlotte Krog Skott; Raimundo Elicer; Andreas Lindenskov Tamborg; Bjarnheiður Kristinsdóttir; Morten Blomhøj; Dorte Moeskær Larsen; Rune Herheim; Andreas Eckert, Interplay between research and teaching practice in mathematics education : Proceedings of NORMA24, The tenth Nordic Conference on Mathematics Education, Copenhagen, 2024. Svensk förening för MatematikDidaktisk Forskning - SMDF. ISBN 9789198402483. s.136-143. DOI: https://vbn.aau.dk/ws/portalfiles/portal/780542055/NORMA24-proceedings.pdf

Reidar Mosvold; Janne Fauskanger; Raymond Bjuland (2024) Using quantitative text analysis to investigate communication in practice-based professional development.. I: Journal of Educational Research in Mathematics (JERM). ISSN 2288-7733. Volum 34. s.485-510. DOI: 10.29275/jerm.2024.34.3.485

Raymond Bjuland; Janne Fauskanger; Reidar Mosvold (2024) Analyzing teachers’ narratives to identify potential impediments of professional development in mathematics. I: NOMAD – Nordisk matematikkdidaktikk. ISSN 1104-2176. Volum 29. s.83-100.

Anita Tyskerud; Reidar Mosvold; Raymond Bjuland (2023) Commognitive conflicts in mathematics teachers' pedagogical discourse in lesson study. I: Mathematics Teacher Education and Development (MTED). ISSN 1442-3901. Volum 25. s.81-92.

Nils-Jakob Herleiksplass; Viktor Freiman; Raymond Bjuland (2023) Exploring the structure of multiplication tasks in Norwegian textbooks within a developmental approach. I: Hanna Palmer; Eszter Kónya; Katalin Gosztonyi; Paul Drijvers; Csaba Csapodi, Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISBN 9789637031045. s.4143-4150.

Ingunn Valbekmo; Raymond Bjuland (2023) Students’ reasoned dialogs during problem solving in a Norwegian thinking classroom.. I: NOMAD – Nordisk matematikkdidaktikk. ISSN 1104-2176. Volum 28. s.59-78.

Raymond Bjuland; Janne Fauskanger (2023) What and how mathematics teachers notice while co-planning instruction. I: Paul Drijvers; Hanna Palmer; Katalin Gosztonyi; Eszter Kónya; Csaba Csapodi, Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISBN 9789637031045. s.3337-3344.

Janne Fauskanger; Raymond Bjuland (2022) Opportunities to learn professional noticing while co-planning, rehearsing, co-enacting and reflecting on mathematics instruction. I: Eirini Geraniou; Jeremy Hodgen; Federica Feretti; Federica Ferretti; Giorgio Bolondi, Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education. ISBN 9791221025378. s.1-8.

Janne Fauskanger; Raymond Bjuland (2021) Learning to notice learners mathematical thinking while co-enacting instruction. I: Makomosela Qhobela; Lereko Mohafa, The 29th annual conference of the Southern African association for research in mathematics science and technology education, 12-15 January 2021 : Positioning and disrupting mathematics science and technology education (MSTE) in the development agenda in Southern Africa. The Southern African Association for Research in Mathematics, Science and Technology. ISBN 9780639835235. s.57-68.

Janne Fauskanger; Raymond Bjuland (2021) Opportunities to learn ambitious mathematics teaching from co-planning instruction.. I: NOMAD – Nordisk matematikkdidaktikk. ISSN 1104-2176. Volum 26. s.53-70.

Everton Lacerda Jacinto; Mercy Kazima; Arne Jakobsen; Raymond Bjuland (2021) Mathematics teacher education in Malawi. I: Denisse R. Thompson; Christine Suurtamm; Mary Ann Huntley, International perspectives on mathematics teacher education. Information Age Publishing. ISBN 9781648026300. s.75-92.

Gaute Hovtun; Reidar Mosvold; Raymond Bjuland; Janne Fauskanger; Åsmund Lillevik Gjære; Arne Jakobsen; Morten Søyland Kristensen (2021) Exploring opportunities to learn mathematics in practice-based teacher education : a Norwegian case study. I: Hans Kristian Nilsen; Jelena Radišić; Margrethe Naalsund; Yvonne Liljekvist; Freyja Hreinsdottir; Britta Eyrich Jessen; Marcus Hähkioniemi; Morten Misfeldt; Nils Buchholtz; Gudbjørg Palsdottir; Päivi Portaankorva-Koivisto; Guri A. Nortvedt; Janne Fauskanger; A. Werneberg; J. Kurvits, Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021. SMDF, Swedish Society for Research in Mathematics Education. ISBN 9789198402438. s.137-144.

Janne Fauskanger; Raymond Bjuland (2021) Learning professional noticing by co-planning mathematics instruction. I: A. Werneberg; Nils Buchholtz; Morten Misfeldt; Gudbjørg Palsdottir; Päivi Portaankorva-Koivisto; Freyja Hreinsdottir; Margrethe Naalsund; Jelena Radišić; Guri A. Nortvedt; J. Kurvits; Yvonne Liljekvist; Marcus Hähkioniemi; Britta Eyrich Jessen; Hans Kristian Nilsen; Janne Fauskanger, Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021. SMDF, Swedish Society for Research in Mathematics Education. ISBN 9789198402438. s.65-72.

Ramesh Gautam; Raymond Bjuland (2021) Realization of the mathematical signifier 25 × 12. I: Skrifter från Svensk förening för matematikdidaktisk forskning. ISSN 1651-3274. s.97-104.

Reidar Mosvold; Janne Fauskanger; Raymond Bjuland; Nina Helgevold; Arne Jakobsen; Mercy Kazima (2020) Malawian primary mathematics teachers views on teaching and learning. I: N. N., 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.

Everton Lacerda Jacinto; Arne Jakobsen; Raymond Bjuland (2020) A case study of one Malawian pre-service teachers understanding of pedagogical content knowledge entailed in the work of teaching mathematics. I: N. N., 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.

Aoibhinn Ni Shuilleabhain; Raymond Bjuland (2019) Incorporating lesson study in ITE: organisational structures to support student teacher learning. I: Journal of Education for Teaching (JET). ISSN 0260-7476. Volum 45. s.434-445. DOI: 10.1080/02607476.2019.1639262

Janne Fauskanger; Raymond Bjuland (2019) Learning to elicit and respond to students’ mathematical ideas through Teacher Time-Out.. I: T. Mthethwa; N. Govender; R. Mudaly; A. Singh-Pillay, 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 9780992226985. s.47-58.

Julie Norton; Nina Helgevold; Raymond Bjuland (2019) The role of collaborative planning : How to use joint planning as a learning process in lesson study. I: Nina Helgevold; Phil Wood; Wasyl Cajkler; Deborah Lynn Sorton Larssen, 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

Janne Fauskanger; Raymond Bjuland (2019) Learning ambitious teaching of multiplicative properties through a cycle of enactment and investigation. I: Mathematics Teacher Education and Development (MTED). ISSN 1442-3901. Volum 21. s.125-144.

Raymond Bjuland (2019) Preface : mathematics teacher preparation and lesson study. I: Ronjin Huang; Akihiko Takahashi; João Pedro da Ponte, 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

Janne Fauskanger; Raymond Bjuland (2019) Tools for helping student-teachers learning the complex work of teaching in lesson study cycles.. I: Phil Wood; Wasyl Cajkler; Nina Helgevold; Deborah Lynn Sorton Larssen, 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

Reidar Mosvold; Raymond Bjuland (2019) The work of positioning students and content in mathematics teaching. I: Michiel Veldhuis; Uffe Thomas Jankvist; Marja Van den Heuvel-Panhuizen, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISBN 9789073346758. s.3696-3703.

Deborah Lynn Sorton Larssen; Wasyl Cajkler; Reidar Mosvold; Raymond Bjuland; Nina Helgevold; Janne Fauskanger; Phil Wood; Fay Baldry; Arne Jakobsen; Hans Erik Bugge; Gro Næsheim-Bjørkvik; Julie E. Norton (2018) A literature review of lesson study in initial teacher education: perspectives about learning and observation. I: International Journal for Lesson and Learning Studies. ISSN 2046-8253. Volum 7. s.8-22. DOI: 10.1108/IJLLS-06-2017-0030

Raymond Bjuland; Nina Helgevold (2018) Dialogic processes that enable student teachers' learning about pupil learning in mentoring conversations in a Lesson Study field practice. I: 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

Janne Fauskanger; Raymond Bjuland (2018) Deep learning as constructed in mathematics teachers’ written discourses. I: International Electronic Journal of Mathematics Education (IEJME). Online ISSN 1306-3030. Volum 13. s.149-160. DOI: 10.12973/iejme/2705

Janne Fauskanger; Reidar Mosvold; Anita Valenta; Raymond Bjuland (2018) Good mathematics teaching as constructed in Norwegian teachers’ discourses. I: Eva Norén; Hanna Palmer; Audrey Cooke, 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 9789198402414. s.239-248.

Reidar Mosvold; Raymond Bjuland; Janne Fauskanger (2017) Investigating potential improvements of mathematics student teachers’ instruction from Lesson Study. I: Thérèse Dooley; Ghislaine Gueudet, Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10). European Society for Research in Mathematics Education. ISBN 9781873769737. s.2956-2963.

Anita Tyskerud; Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2017) Investigating Lesson Study as a practice-based approach to study the development of mathematics teachers’ professional practice. I: Thérèse Dooley; Ghislaine Gueudet, Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10). European Society for Research in Mathematics Education. ISBN 9781873769737. s.3384-3391.

Florence Mamba Thomo; Reidar Mosvold; Raymond Bjuland (2017) A preservice secondary teacher's pedagogical content knowledge for teaching algebra. I: Thérèse Dooley; Ghislaine Gueudet, Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10). European Society for Research in Mathematics Education. ISBN 9781873769737. s.3336-3343.

Lisnet Mwadzaangati; Reidar Mosvold; Raymond Bjuland (2017) Investigating the work of teaching geometric proof: The case of a Malawian secondary mathematics teacher. I: Stefan Zehetmeier; Despina Potari; Miguel Ribeiro; Bettina Rösken-Winter, 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 9783000587559. s.308-317.

Ellinor Bollete Langåker; Raymond Bjuland (2017) Investigating communicative patterns in a Malawian classroom: A teacher's use of semiotic resources. I: Mike Mhlolo; Sheila Matoti; B. Fredericks, 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 9780992226947. s.88-102.

Reidar Mosvold; Raymond Bjuland (2016) Aktivitetsteoretiske perspektiver på Lesson Study og praksisopplæring i grunnskolelærerutdanning. I: Bjørg Oddrun Hallås; Gerd Grimsæth, Lesson study i en nordisk kontekst. Gyldendal Akademisk. ISBN 9788205490888. s.178-194.

Elaine Munthe; Raymond Bjuland; Nina Helgevold (2016) Lesson study in field practice: a time-lagged experiment in initial teacher education in Norway. I: International Journal for Lesson and Learning Studies. ISSN 2046-8253. Volum 5. s.142-154. DOI: 10.1108/IJLLS-12-2015-0047

Elaine Munthe; Raymond Bjuland; Nina Helgevold (2016) Hva er forskningsgrunnlaget for Lesson Study som metode til styrking av profesjonskunnskap i skolen?. I: Bjørg Oddrun Hallås; Gerd Grimsæth, Lesson study i en nordisk kontekst. Gyldendal Akademisk. ISBN 9788205490888. s.33-50.

Reidar Mosvold; Raymond Bjuland (2016) Positioning in identifying narratives of/about pre-service mathematics teachers in field practice. I: 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

Raymond Bjuland; Reidar Mosvold (2015) Lesson study in teacher education: Learning from a challenging case. I: 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

Reidar Mosvold; Raymond Bjuland (2015) Lærerstudenters utvikling av matematikklæreridentitet. I: Norsk pedagogisk tidsskrift. ISSN 0029-2052. Volum 99. s.97-109.

Raymond Bjuland; Nina Helgevold; Elaine Munthe (2015) Lesson Study og lærerstudenters fokus på elevers læring i veiledningssamtaler. I: Acta Didactica Norge. Online ISSN 1504-9922. Volum 9. s.1-17. DOI: 10.5617/adno.1299

Raymond Bjuland; Reidar Mosvold; Janne Fauskanger (2015) What questions do mathematics mentor teachers ask?. I: Konrad Krainer; Nada Vondrova, Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISBN 9788072908448. s.2762-2769.

Raymond Bjuland; Reidar Mosvold; Janne Fauskanger (2015) Pre-service teachers developing lesson plans in field practice. I: Harry Silfverberg; Tomi Kärki; Markku S. Hannula, Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014. The Finnish Research Association for Subject Didactics. ISBN 9789525993172. s.51-60.

Arne Jakobsen; Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2014) Undervisningskunnskap i matematikk for lærere på 1.–7. trinn. I: Trond Stølen Gustavsen; Kristin Ran Choi Hinna; Inger Christin Borge; Peer Sverre Andersen, QED 1-7: Matematikk for grunnskolelærerutdanningen: Bind 2. Cappelen Damm Akademisk. ISBN 9788202420925. s.631-656. DOI: 10.18261/issn.1893-8981-2018-04-03

Arne Jakobsen; Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2014) Undervisningskunnskap i matematikk for lærere på 5. - 10. trinn. I: Trond Stølen Gustavsen; Kristin Ran Choi Hinna; Inger Christin Borge; Peer Sverre Andersen, QED 5-10. Matematikk for grunnskolelærerutdanningen. Bind 2. Cappelen Damm Akademisk. ISBN 9788202420987. s.567-588.

Raymond Bjuland; Reidar Mosvold (2014) Lærerstudenters refleksjoner om utvikling av læringsfellesskap. I: Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. Volum 37. s.46-57. DOI: 10.3402/uniped.v37.23242

Reidar Mosvold; Janne Fauskanger; Raymond Bjuland (2014) Fra “de” til “vi”? – fokus i lærerstudenters refleksjoner før og etter en praksisperiode i matematikk. I: Anne Beate Reinertsen; Berit Groven; Kerstin Agneta Knutas; Astri Holm, FoU i praksis 2013. Artikkelsamling fra konferanse om praksisrettet FoU i lærerutdanning. Akademika forlag. ISBN 9788232104215. s.192-200.

Raymond Bjuland; Arne Jakobsen; Elaine Munthe (2014) Muligheter og begrensninger for studenters læring i praksisopplæring – eksempel fra en førveiledningsdialog i matematikk. I: NOMAD – Nordisk matematikkdidaktikk. ISSN 1104-2176. Volum 19. s.53-73.

Reidar Mosvold; Janne Fauskanger; Raymond Bjuland; Arne Jakobsen (2013) Using content analysis to investigate student teachers’ beliefs about pupils. I: Behiye Ubuz; Çiğdem Haser; Maria Alessandra Mariotti, Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISBN 9789754293159. s.1389-1398.

Raymond Bjurland; Maria Luiza Cestari; Hans Erik Borgersen (2012) Professional mathematics teacher identity: analysis of reflective narratives from discourses and activities. I: Journal of Mathematics Teacher Education. ISSN 1386-4416. Volum 15. s.405-424. DOI: 10.1007/s10857-012-9216-1

Arne Jakobsen; Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2012) Correlations between teachers' MKT in different content areas. I: Freyja Hreinsdottir; Eva Jablonka; Andreas Ryve; Uffe Thomas Jankvist; Gudny Helga Gunnarsdottir; Kjersti Wæge; Minna Hannula-Sormunen; Guðbjörg Pálsdóttir; Markku Hannula; Paola Valero, Proceedings of NORMA 11 The Sixth Nordic Conference on Mathematics Education. University of Iceland Press. ISBN 9789979549659. s.359-368.

Raymond Bjurland (2012) The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasonin. I: ZDM: Mathematics Education. ISSN 1863-9690. Volum 44. s.665-675. DOI: 10.1007/s11858-012-0421-2

Janne Fauskanger; Arne Jakobsen; Reidar Mosvold; Raymond Bjuland (2012) Analysis of psychometric properties as part of an iterative adaptation process of MKT items for use in other countries. I: ZDM: Mathematics Education. ISSN 1863-9690. Volum 44. s.387-399. DOI: 10.1007/s11858-012-0403-4

Arne Jakobsen; Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2011) What can be learned from comparing performanceof mathematical knowledge for teaching iteam found in Norway and in the U.S.?. I: Ludwig Paditz; Alan Rogerson, 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 9788391946503. s.163-168.

Arne Jakobsen; Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2011) Comparison of item performance in a Norwegian study using U.S. developed mathematical knowledge for the teaching measures. I: Marta Pytlak; Tim Rowland; Ewa Swoboda, CERME 7: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISBN 9788373386839. s.. 1575-1584.

Arne Jakobsen; Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2011) Similar but different - Investigating the use of MKT in a Norwegian kindergarten setting. I: Marta Pytlak; Tim Rowland; Ewa Swoboda, CERME 7: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISBN 9788373386839. s.1802-1811.

Janne Fauskanger; Reidar Mosvold; Raymond Bjuland; Arne Jakobsen (2011) Does the format matter? How the multiple-choice format might complicate the MKT items. I: NOMAD – Nordisk matematikkdidaktikk. ISSN 1104-2176. Volum 16.

Reidar Mosvold; Raymond Bjuland (2011) An activity theory view on learning studies. I: International Journal of Early Childhood. ISSN 0020-7187. Volum 43. s.261-275. DOI: 10.1007/s13158-011-0048-4

Raymond Bjuland; Maria Luiza Cestari; Hans Erik Borgersen (2010) A teacher's use of gesture and discourse as communicative strategies in concluding a mathematical task. I: Viviane Durand-Guerrier; Sophie Soury-Lavergne; Ferdinando Arzarello, 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 9782734211907. s.884-893.

Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2010) "Eg kan jo multiplikasjon, men ka ska eg gjørr?" - det utfordrende undervisningsarbeidet i matematikk. I: Torlaug Løkensgard Hoel; Gunnar Engvik; Britt Sætre Hansen, Ny som lærer : sjansespill og samspill. Tapir Akademisk Forlag. ISBN 9788251925143. s.99-114.

Hans Erik Borgersen; Maria Luiza Cestari; Raymond Bjuland (2010) An Overview of the Development of Research on Collaborative Problem Solving in Mathematics at the University of Agder. I: Bharath Sriraman; Lenni Haapasalo; Gudbjörg Pálsdóttir; Simon Goodchild; Bettina Dahl Søndergaard; Christer Bergsten, The First Sourcebook on Nordic Research in Mathematics Education Norway, Sweden, Iceland, Denmark and contributions from Finland. Information Age Publishing. ISBN 9781617350993. s.139-153.

Barbara Jaworski; Raymond Bjuland (2009) Teachers' perspectives on collaboration with didacticians to create an inquiry community. I: Research in Mathematics Education. ISSN 1479-4802. Volum 111. s.21-38.

Raymond Bjuland; Maria Luiza Cestari; Hans Erik Borgersen (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.

Raymond Bjuland; Maria Luiza Cestari; Hans Erik Borgersen (2009) The constitution of mathematics teacher identity. I: Carl Winsløw, Nordic Research in Mathematics Education. Brill | Sense. ISBN 9789087907815. s.109-116.

Raymond Bjuland; Maria Luiza Cestari; Hans Erik Borgersen (2008) The Interplay Between Gesture and Discourse as Mediating Devices in Collaborative Mathematical Reasoning : A Multimodal Approach. I: Mathematical Thinking and Learning. ISSN 1098-6065. Volum 10. s.271-292.

Raymond Bjuland; Maria Luiza Cestari; Hans Erik Borgersen (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.

Raymond Bjuland (2007) Adult Students' Reasoning in Geometry: Teaching Mathematics through Collaborative Problem Solving in Teacher Education. I: The Mathematics Enthusiast (TME). Online ISSN 1551-3440. Volum 4.

Raymond Bjuland (2007) Mathematically productive discourses among student teachers. I: NOMAD – Nordisk matematikkdidaktikk. ISSN 1104-2176. Volum 12. s.33-55.

Raymond Bjuland (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.

Raymond Bjuland; Maria Luiza Cestari; Hans Erik Borgersen (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.

Hans Erik Borgersen; Raymond Bjuland (2007) Verksted for problemløsning i matematikk: Mening, bevis og generalisering. I: Læringsfellesskap i matematikk. Caspar Forlag.

Raymond Bjuland; Maria Luiza Cestari; Hans Erik Borgersen (2007) En lærers bruk av problemløsningsverksted: Fra LCM til klasserommet. I: Læringsfellesskap i matematikk. Caspar Forlag.

Raymond Bjuland (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. Senter for voksenopplæring. s.67-76.

Raymond Bjuland (2004) Student teachers' reflections on their learning process through collaborative problem solving in geometry. I: Educational Studies in Mathematics. ISSN 0013-1954. Volum 55. s.199-225.

Raymond Bjuland (1998) Lærerstudenters matematiske tenkning og utvikling i en sosial kontekst. Problemløsning i smågrupper. I: NOMAD – Nordisk matematikkdidaktikk. ISSN 1104-2176. Volum 6. s.41-66.

Elaine Munthe; Nina Helgevold; Raymond Bjuland (2015) Lesson Study I Utdanning Og Praksis. Cappelen Damm Akademisk. ISBN 9788202470630.

Barbara Jaworski; Anne Berit Fuglestad; Raymond Bjuland; Trygve Breiteig; Simon Goodchild; Barbro Grevholm (2007) Læringsfellesskap i matematikk Learning Communities in Mathematics. Caspar Forlag. ISBN 9788290898507.

Reidar Mosvold; Janne Fauskanger; Raymond Bjuland (2026) Tasks of teaching in the context of building thinking classrooms. The Nineteenth ERME Topic Conference: Connecting the Learning of Mathematics Teaching to Practice ; 2026-02-03 - 2026-02-06. DOI: https://etc2026.pedf.cuni.cz/

Raymond Bjuland; Janne Fauskanger (2025) "Big ideas" i matematikkundervisningen. Studie for lærerutdannere i matematikk; 2025-09-01 - 2025-09-02.

Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2025) Oppsummering av matematikkundervisning - viktigheten av å planlegge denne. Partnerskap med Time kommune; 2025-11-25.

Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2025) Hvordan følge opp matematiske spørsmål fra elever?. Partnerskap med Time kommune; 2025-10-21.

Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2025) Introduksjon av matemaitkkoppgaver, og introduksjonens betydning for å koble elevene på. Partnerskap med Time kommune; 2025-10-28.

Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2025) Planlegging av matematikkundervisning - mål, valg av oppgaver og prediksjon av elevsvar. Partnerskap med Time kommune; 2025-10-28.

Raymond Bjuland (2025) Memorial - Simon Goodchild (1950-2024). Volum 22. s.293-294. DOI: 10.54870/1551-3440.1667

Reidar Mosvold; Janne Fauskanger; Raymond Bjuland; Peter Liljedahl (2025) The work of monitoring students' thinking. The 14th Congress of the European Society for Research in Mathematics Education (CERME14); 2025-02-04 - 2025-02-08.

Raymond Bjuland; Janne Fauskanger; Reidar Mosvold; Peter Liljedahl (2025) Tensions emerging when discussing tasks for problem-solving lessons. The 14th Congress of the European Society for Research in Mathematics Education (CERME14); 2025-02-03 - 2025-02-08.

Janne Fauskanger; Raymond Bjuland; Reidar Mosvold (2024) Identifying narratives of an individual mathematics teacher that might limit professional development. The Tenth Nordic Conference on Mathematics Education; 2024-06-04 - 2024-06-07.

Jeppe Skott; Sonja Lutovac; Raymond Bjuland (2024) Researching mathematics teachers’ professional identities: complexities and ways ahead. I: NOMAD – Nordisk matematikkdidaktikk. ISSN 1104-2176. Volum 29.

Raymond Bjuland (2023) The complex work of teaching in Lesson Study cycles. Summer School, Graduate School in Mathematics and Science Education; 2023-06-19 - 2023-06-22.

Nina Helgevold; Raymond Bjuland (2023) Lesson Study som arbeidsmåte i det komplekse undervisningsarbeidet. Seminar for Tysvær og Vindafjord opplæringssenter; 2023-09-13.

Raymond Bjuland (2023) Tenkende klasserom.

Janne Fauskanger; Raymond Bjuland (2023) What and how do mathematics teachers notice during co-planning sessions?. CERME; 2023-07-10 - 2023-07-14.

Kjersti Wæge; Reidar Mosvold; Janne Fauskanger; Raymond Bjuland (2023) Realfagskrisen: Slik styrker vi lærerne og undervisningen..

Janne Fauskanger; Kjersti Wæge; Raymond Bjuland (2023) Mathematics teachers’ professional development: Opportunities to learn core practices.. Rehearsing Teaching in Teacher Education (ReTPro) – Digital Research Conference.; 2023-10-18.

Linda Gurvin Opheim; Raymond Bjuland; Janne Fauskanger; Simon Goodchild; Reidar Mosvold; Kjersti Wæge (2022) Professional development for mathematics teacher educators. 12th Conference for European Research in Mathematics Education; 2022-01-02 - 2022-01-06.

Janne Fauskanger; Raymond Bjuland (2022) Opportunities to learn professional noticing while co-planning, rehearsing, co-enacting and reflecting on mathematics instruction. 12th Conference for European Research in Mathematics Education; 2022-01-02 - 2022-01-06.

Raymond Bjuland; Janne Fauskanger (2021) Lesson Study i lærerutdanningen ved UiS: Erfaringer fra matematikk. Digitalt nasjonalt seminar: Lesson Study som profesjonsutvikling i lærerutdanningen; 2021-04-20.

Janne Fauskanger; Raymond Bjuland (2021) Learning professional noticing by co-planning mathematics instruction. The Ninth Nordic Conference on Mathematics Education, NORMA 20; 2021-06-01 - 2021-06-04.

Raymond Bjuland; Nina Helgevold (2021) Dybdelæring og dialogisk undervisning. Friskolekonferanse; 2021-11-03.

Janne Fauskanger; Raymond Bjuland (2021) Analytisk observasjon av elevers tankemåter.. I: Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. Volum 32. s.28-34.

Janne Fauskanger; Raymond Bjuland (2021) Learning to notice learners’ mathematical thinking while co-enacting instruction. 29th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education; 2021-01-12 - 2021-01-14.

Janne Fauskanger; Reidar Mosvold; Kjersti Wæge; Raymond Bjuland (2021) Teacher time out as site for studying mathematical knowledge for teaching. 14th international congress on matheamtics education; 2021-07-11 - 2021-07-18.

Everton Lacerda Jacinto; Arne Jakobsen; Raymond Bjuland (2020) A Case Study of One Malawian Pre-service Teacher’s Understanding of Pedagogical Content Knowledge Entailed in the Work of Teaching Mathematics. 28th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE); 2020-01-14 - 2020-01-16.

Raymond Bjuland (2020) Lesson Study inspirert praksisopplæring i grunnskolelærerutdanning. Faglig webinar for studenter, praksislærere og faglærere; 2020-10-29.

Raymond Bjuland (2020) Lesson Study i grunnskolelæreres praksisopplæring?. Nasjonalt Webinar om praksisopplæring i lærerutdanninger; 2020-06-22.

Janne Fauskanger; Nina Helgevold; Raymond Bjuland; Reidar Mosvold; Mercy Kazima; Arne Jakobsen (2020) Changing Malawian primary teachers’ views on teaching and learning through Lesson Study.. World Association of Lesson Study (WALS) Online International Conference. https://www.walsnet.org/2020/ ; 2020-12-02 - 2020-12-04.

Janne Fauskanger; Nina Helgevold; Arne Jakobsen; Reidar Mosvold; Raymond Bjuland; Mercy Kazima (2020) Malawian primary mathematics teachers’ views on teaching and learning. the 28th annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education; 2020-01-14 - 2020-01-17.

Reidar Mosvold; Raymond Bjuland (2019) Balancing positioning of students and attention to content. The eleventh Congress of the European Society for Research in Mathematics Education (CERME11); 2019-02-06 - 2019-02-10.

Raymond Bjuland (2019) Lesson Study som redskap for læreres profesjonsutvikling - muligheter og utfordringer. Faglig seminar, Matematikksenteret; 2019-03-07.

Raymond Bjuland (2019) Quality of the PhD thesis: Reflections from the University of Stavanger. Seminar on quality of PhD theses in mathematics education; 2019-04-09.

Raymond Bjuland (2019) Hvordan lede utviklingsarbeidet med fagfornyelsen?. Konferanse, Lutherske Friskolers Forbund (LFF); 2019-10-30.

Raymond Bjuland (2018) Metodiske betraktninger knyttet til forskerens ulike roller i forskningsprosjekter. Samling-Forskerskolen-PROFRES ; 2018-03-06.

Raymond Bjuland (2018) Lesson study as a promising approach for professional development of mathematics teachers and mathematics teacher educators (in Norway and in Malawi). Annual National Congress of the Association for Mathematics Education of South Africa (AMESA); 2018-06-25 - 2018-06-28.

Raymond Bjuland (2018) Panel discussion, Culture meets culture, mathematics in and around us. A case study from a Malawian classroom. Annual National Congress of the Association for Mathematics Education of South Africa (AMESA); 2018-06-25 - 2018-06-29.

Raymond Bjuland; Janne Fauskanger (2018) The challenge of providing instructional support in mentoring conversations: Mathematics student teachers' support in field service. LaUDiM-konferansen: Eleven i fokus – matematikk på barnetrinnet.; 2018-11-28 - 2018-11-29.

Mercy Kazima; Arne Jakobsen; Janne Fauskanger; Raymond Bjuland (2018) Strengthening Numberacy in Early Years Through Professional Development of Teachers in Malawi. 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE); 2018-01-16 - 2018-01-19.

Janne Fauskanger; Reidar Mosvold; Nina Helgevold; Elaine Munthe; Raymond Bjuland (2017) Towards inter-rater reliability: A study of factors that may influence scoring of classroom videos. Systematic observation in educational research; 2017-09-27 - 2017-09-28.

Anita Tyskerud; Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2017) Investigating Lesson Study as a practice-based approach to study the development of mathematics teachers’ professional practice. 10th Congress of European Research in Mathematics Education; 2017-02-01 - 2017-02-05.

Janne Fauskanger; Reidar Mosvold; Anita Valenta; Raymond Bjuland (2017) Good mathematics teaching as constructed in Norwegian teachers’ discourses. Nordic research in mathematics education conference (NORMA); 2017-05-30 - 2017-06-02.

Florence Mamba; Reidar Mosvold; Raymond Bjuland (2017) A preservice secondary teacher’s pedagogical content knowledge for teaching algebra. 10th Congress of European Research in Mathematics Education; 2017-02-01 - 2017-02-05.

Reidar Mosvold; Raymond Bjuland; Janne Fauskanger (2017) Investigating potential improvements of mathematics student teachers’ instruction from Lesson Study. 10th Congress of European Research in Mathematics Education; 2017-02-01 - 2017-02-05.

Raymond Bjuland; Nina Helgevold; Gro Næsheim-Bjørkvik (2017) Dybdelæring gjennom Lesson Study. Personalseminar; 2017-09-28 - 2017-09-29.

Raymond Bjuland (2017) Possibilities and challenges of implementing Lesson Study in mathematics teacher education. The Eight Nordic Conference on Mathematics Education (NORMA 17) ; 2017-05-30 - 2017-06-02.

Raymond Bjuland; Nina Helgevold (2017) Muligheter og utfordringer med Lesson Study som skolebasert kunnskapsutvikling. Utdanningskonferansen 2017; 2017-02-08.

Ellinor Langåker; Raymond Bjuland (2017) Investigating communicative patterns in a Malawian mathematics classroom: A teacher's use of semiotic resources. 25th annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE); 2017-01-17 - 2017-01-20.

Deborah Lynn Sorton Larssen; Wasyl Cajkler; Philip Wood; Nina Helgevold; John Elliot; Janne Fauskanger; Hans Erik Bugge; Reidar Mosvold; Raymond Bjuland; Gro Næsheim-Bjørkvik; Arne Jakobsen (2016) Lesson study and initial teacher education(ITE): understanding learning and meaningful observation to guide beginning teachers. World association of Lesson study 2016; 2016-09-03 - 2016-09-05.

Deborah Lynn Sorton Larssen; Nina Helgevold; Gro Næsheim-Bjørkvik; Raymond Bjuland; Reidar Mosvold; Janne Fauskanger; Sissel Østrem; Ion Patrick Francis Drew (2016) TasS Project (teachers as students): Lesson study in Initial Teacher education in Norway, a time-lagged experiment from field practice. Bringing Teacher Education Forward; 2016-06-06 - 2016-06-08.

Lisnet Mwadzaangati; Reidar Mosvold; Raymond Bjuland (2016) Investigating the work of teaching geometric proof: The case of a Malawian secondary mathematics teacher. ERME Topic Conference ETC3; 2016-10-05 - 2016-10-07.

Florence Mamba; Reidar Mosvold; Raymond Bjuland (2016) A Malawian preservice secondary school teacher’s mathematical knowledge for teaching equations. ERME Topic Conference ETC3; 2016-10-05 - 2016-10-07.

Raymond Bjuland (2016) Skolebasert kunnskapsutvikling gjennom Lesson Study. Samling, Utdanningsetaten, Oslo kommune; 2016-04-21.

Raymond Bjuland (2015) The professional continuum starts in ITE. How do we qualify for future professional growth? Lesson Study in ITE. EU kommisjonssamling; 2015-03-17.

Raymond Bjuland (2015) Erfaringer med Lesson Study i Grunnskolelærerutdanning(GLU). GLU konferansen 2015, Internasjonalisering og forskningsbasering; 2015-03-18 - 2015-03-19.

Raymond Bjuland (2015) Results from the TasS Project, Lesson Study in ITE. Vitenskapelig seminar; 2015-05-07.

Raymond Bjuland (2015) Hvordan kan Lesson Study bidra til skolebasert kunnskapsutvikling?. Rektorkonferansen 2015, Rogaland; 2015-04-16.

Raymond Bjuland; Reidar Mosvold (2015) Lesson study in teacher education: Learning from a negative case. 2015 Annual Meeting of the American Educational Research Association (AERA); 2015-04-16 - 2015-04-20.

Raymond Bjuland; Reidar Mosvold; Janne Fauskanger (2015) What questions do mathematics mentor teachers ask?. 9th Congress of European Research in Mathematics Education; 2015-02-04 - 2015-02-08.

Raymond Bjuland (2015) Hvordan kan Lesson Study bidra til skolebasert kunnskapsutvikling - resultater fra TasS prosjektet. Fakultetsmøte; 2015-10-14.

Raymond Bjuland (2015) Experiences from a NFR Project. What can we learn?. LaUDiM Reference Group Meeting; 2015-06-04.

Raymond Bjuland (2015) Implementing Lesson Study in ITE Field practice. Seminar; 2015-05-07.

Raymond Bjuland; Nina Helgevold (2015) Lesson Study inspirert praksisopplæring. Etterutdanningsøkt for praksislærere; 2015-01-26.

Raymond Bjuland; Nina Helgevold; Sissel Østrem; Martin Vogt Juhler; Deborah Larssen (2014) Results from the TasS project. Nasjonal konferanse om Lesson Study; 2014-09-16.

Tormod Smedstad; Raymond Bjuland; Nina Helgevold (2014) Lærere som lærer (Omtale av TasS prosjektet, UiS).

Raymond Bjuland; Reidar Mosvold; Janne Fauskanger (2014) Dialogues of student teachers developing lesson plans of mathematics in field practice. The Seventh Nordic Conference on Mathematics Education; 2014-06-03 - 2014-06-06.

Raymond Bjuland (2014) Teachers as Students, et eksperimentelt design i GLU. Møte med Kunnskapsdepartementet; 2014-10-21.

Raymond Bjuland; Nina Helgevold (2014) Lesson Study i praksisopplæringen. Seminardag i regi programområdet, Læreres Undervisningskunnskap (LUK) ; 2014-12-12.

Reidar Mosvold; Janne Fauskanger; Raymond Bjuland; Arne Jakobsen (2013) Who are “they”? Student teachers’ beliefs. Eighth Congress of European Research in Mathematics Education (CERME 8); 2013-02-05 - 2013-02-10.

Reidar Mosvold; Raymond Bjuland; Janne Fauskanger (2013) Fra "de" til "vi" – fokus i lærerstudenters diskusjoner før og etter en praksisperiode i matematikk. "Samspill mellom forskning og utdanning". FoU i praksis; 2013-04-22 - 2013-04-23.

Raymond Bjuland (2013) Teachers as Students - Lærere som lærer. PRAKUT-konferanse - Forskning om lærerutdanning - hva vet vi? ; 2013-11-13.

Raymond Bjuland; Reidar Mosvold; Janne Fauskanger (2013) Affordances and constraints for student teachers' learning in a pre-lesson mentoring session of mathematics. The World Association of Lesson Studies (WALS); 2013-09-06 - 2013-09-09.

Raymond Bjuland (2013) Vurdering med fokus på underveisvurdering. Kurs for lærere i Tastaskolene (5.-10. trinn); 2013-01-15.

Raymond Bjuland (2013) Symposium: Muligheter for studenters læring i praksisopplæring. FoU i Praksis; 2013-04-22 - 2013-04-23.

Raymond Bjuland (2013) Å regne i alle fag med matematikklæreren som hovedansvarlig. Kurs for lærere i Tastaskolene; 2013-03-19.

Elaine Munthe; Raymond Bjuland; Nina Helgevold (2013) Lesson Study in Initial Teacher Education. World Association of Lesson and Learning Studies (WALS); 2013-09-06 - 2013-09-08.

Raymond Bjurland (2012) Foreløpige forskningsresultater i TasS prosjektet. Prosjektsamling for prosjektledere, forskningsprogrammet PRAKUT; 2012-06-13.

Raymond Bjurland (2012) Hva betyr det å gjøre matematikk? Åpne oppgaver og problemer. Kurs for lærere i Tastaskolene (5. - 10. klasse); 2012-10-02.

Raymond Bjurland (2012) Diagnostisk undervisning - kartlegging. Kurs for lærere i Tastaskolene (5. - 10. klasse); 2012-11-06.

Raymond Bjurland (2012) Didaktiske utfordringer i klasserommet, mellomtrinn. Skolemøtet for Rogaland; 2012-11-16.

Raymond Bjurland (2012) Presentasjon av TasS-prosjektet (Teachers as Students). Nasjonal konferanse om utdanning, Hva er kvalitetsutfordringene?; 2012-11-12.

Raymond Bjurland (2012) Didaktiske utfordringer i klasserommet, ungdomstrinn. Skolemøtet for Rogaland; 2012-11-16.

Raymond Bjurland; Arne Jakobsen (2012) Studenter lærer av elever, TasS-prosjektet (Teachers as Students). FoU i praksis, Tema: Dannelse, mangfold og fremtid; 2012-04-23 - 2012-04-24.

Arne Jakobsen; Reidar Mosvold; Raymond Bjuland; Janne Fauskanger (2011) What can be learned from Comparing Performance of Mathematical Knowledge for teaching items found in Norway and in the U.S.?. The 11th International Conference of The Mathematics Education into the 21st Century Project; 2011-09-11 - 2011-09-17.

Arne Jakobsen; Reidar Mosvold; Raymond Bjuland; Janne Fauskanger (2011) Some Results found using U.S. Developed Measures for Teachers’ Mathematical Knowledge for Teaching in Norway. 5th Annual International Conference on Mathematics & Statistics; 2011-06-13 - 2011-06-16.

Arne Jakobsen; Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2011) Correlations between teachers’ MKT in different content areas. The 2011 NORMA conference; 2011-05-09 - 2011-05-14.

Arne Jakobsen; Janne Fauskanger; Reidar Mosvold; Raymond Bjuland (2011) Item performance characteristics found in a Norwegian study using mathematical knowledge for teaching measures. The Seventh Congress of the European Society for Research in Mathematics Education; 2011-02-09 - 2011-02-13.

Reidar Mosvold; Raymond Bjuland; Janne Fauskanger; Arne Jakobsen (2011) Similar but different - Investigating the use of MKT in a Norwegian kindergarten setting. The Seventh Congress of the European Society for Research in Mathematics Education; 2011-02-09 - 2011-02-13.

Raymond Bjuland (2011) Fra matteskrekk til mattemestring. Åpen fagdag ; 2011-11-30.

Raymond Bjuland (2011) Kommentar til Ole Kristian Bergems forelesning: Aktuelle utfordringer i matematikkfaget. Analyser av funn fra TIMSS 2007 og PISA+. Temaseminar UTDANNING 2020; 2011-11-03.

Raymond Bjuland (2011) The mediating role of a teacher’s use of semiotic resources in pupils’ early algebraic reasoning. Presentation at PhD seminar (Summer school) ; 2011-08-22 - 2011-08-24.

Raymond Bjuland (2010) Vurdering for læring - Utfordringer knytta til underveisvurderung i matematikk - ungdomsskolelærere. utenTitteltekst; 2010-03-18.

Raymond Bjuland (2008) Utforskende aktiviteter i klasserommet: kan det gi næring til elevers engasjement i læring av matematikk?. LAMIS sommerkurs 2008; 2008-08-08 - 2008-08-11.

Raymond Bjuland (2008) The Constitution of Mathematics Teacher Identity. NORMA 08; 2008-04-21 - 2008-04-25.

Maria Luiza Cestari; Raymond Bjuland; Hans Erik Borgersen (2007) Identity in education. The constitution of mathematics teacher identity from a socio cultural perspective. The forth Nordic Conference on cultural and activity research (ISCAR); 2007-06-15 - 2007-06-17.

Raymond Bjuland; Hans Erik Borgersen; Kjetil Damsgaard; Tor Arne Mjølund (2007) Styrt utforsking og samarbeidslæring i videregående skole. Bedre matematikkundervisning - Kan forskning og utvikling hjelpe?; 2007-10-17.

Raymond Bjuland; Maria Luiza Cestari; Hans Erik Borgersen (2007) Pupil's mathematical reasoning expressed through gesture and discourse: A case study from a sixth-grade lesson. 5th Conference of the European Society for Research in Mathematics Education 2007; 2007-02-22 - 2007-02-26.

Raymond Bjuland; Maria Luiza Cestari; Hans Erik Borgersen (2006) En lærers bruk av problemløsningsverksted: Fra LCM til klasserommet. KUL Matematikk, Læringsfellesskap og IKT undervisning; 2006-09-05 - 2006-09-07.

Raymond Bjuland (2005) Dialogiske tilnærminger i klasserommet. Nasjonal konferanse innen voksenopplæring; 2005-03-15.

Raymond Bjuland (2005) Collaborative problem solving in geometry without teacher intervention. Fourth Nordic Conference on Mathematics Education; 2005-09-06.

Raymond Bjuland (2004) Utvikling av matematiske begreper gjennom lærer-elev dialog i klasserommet eller gjennom elevsamarbeid i smågrupper. Nordisk konferanse om dynamiske arbeidsmåter i undervisning og kartlegging; 2004-10-16.