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Amani, A., Alamolhodaei, H., Ghanbari, R., & Radmehr, F. (2020). An epidemiological model for predicting students’ mathematics anxiety. Journal of Interdisciplinary Mathematics (JIM. doi:http://dx.doi.org10.1080/09720502.2020.1786938
Breive, S. (2020). The Materialisation of Children’s Mathematical Thinking Through Organisation of Turn-Taking in Small Group Interactions in Kindergarten. In Mathematics education in the early years. Results from the POEM4 conference, 2018 (pp. 439): Springer Nature.
Breive, S. (2020). Student–teacher dialectic in the co-creation of a zone of proximal development: an example from kindergarten mathematics. European Early Childhood Education Research Journal, 28(3), 12. doi:http://dx.doi.org10.1080/1350293X.2020.1755498
Bruns, J., Carlsen, M., Eichen, L., Erfjord, I., & Hundeland, P. S. (2020). Situational perception in mathematics (SPiM) – Results of a cross-country study in Austria and Norway. In Mathematics education in the early years. Results from the POEM4 conference, 2018 (pp. 439): Springer Nature.
Fredriksen, H. (2020). Exploring Realistic Mathematics Education in a Flipped Classroom Context at the Tertiary Level. International Journal of Science and Mathematics Education, 20. doi:http://dx.doi.org10.1007/s10763-020-10053-1
Fredriksen, H., & Hadjerrouit, S. (2020). Exploring engineering students’ participation in flipped mathematics classroom: A discursive approach. Nordisk matematikkdidaktikk, 25(1), 45-64. Retrieved from http://ncm.gu.se/nomad
Ginga, U. A., & Zakariya, Y. F. (2020). Impact of a Social Constructivist Instructional Strategy on Performance in Algebra with a Focus on Secondary School Students. Education Research International, 8. doi:http://dx.doi.org10.1155/2020/3606490
Hadjerrouit, S. (2020). Using Affordances and Constraints to Evaluate the Use of a Formative e-Assessment System in Mathematics Education. In CSEDU 2020 - Proceedings of the 12th International Conference on Computer Supported Education, Volume 1 May 2 - 4, 2020 Sponsored by (pp. 720): SciTePress.
Hundeland, P. S., Carlsen, M., & Erfjord, I. (2020). Qualities in mathematical discourses in kindergartens. ZDM: Mathematics Education, 52(4), 691-702. doi:http://dx.doi.org10.1007/s11858-020-01146-w
Poudel, A. B., Vos, P., & Shults, F. L. (2020). Students of Religion Studying Social Conflict through Simulation and Modelling - An Exploration. In Advances in Social Simulation. Looking in the Mirror (pp. 521): Springer Nature.
Radmehr, F., & Drake, M. (2020). Exploring Students’ Metacognitive Knowledge: The Case of Integral Calculus. Education Sciences, 10(3), 20. doi:http://dx.doi.org10.3390/educsci10030055
Reid, D. A. (2020). Observing Teachers: Comparing Middle School Teachers’ Pedagogies in Four Regions of Canada. In Researching Pedagogy and Practice with Canadian Mathematics Teachers (pp. 245): Information Age Publishing.
Reid, D. A. (2020). Observing the Observers: Reflections on Our Research. In Researching Pedagogy and Practice with Canadian Mathematics Teachers (pp. 245): Information Age Publishing.
Reid, D. A. (2020). Preface. In Researching Pedagogy and Practice with Canadian Mathematics Teachers (pp. 245): Information Age Publishing.
Reid, D. A. (2020). Seeking Patterns in Pedagogy: A Topical Analysis. In Researching Pedagogy and Practice with Canadian Mathematics Teachers (pp. 245): Information Age Publishing.
Rensaa, R. J., Hogstad, N. M., & Monaghan, J. D. (2020). Perspectives and reflections on teaching linear algebra. Teaching Mathematics and its Applications, 14. doi:http://dx.doi.org10.1093/teamat/hraa002
Siegmund-Schultze, R. (2020). “The joy that engineers and mathematicians have come together.” Richard von Mises’ foundation of ZAMM, and its “Tasks and Goals” (1920/21). Zeitschrift für angewandte Mathematik und Mechanik, 100(2), 1-26. doi:http://dx.doi.org10.1002/zamm.202002017
Siegmund-Schultze, R. (2020). Richard von Mises’ work for ZAMM until his emigration in 1933 and glimpses of the later history of ZAMM. Zeitschrift für angewandte Mathematik und Mechanik, 100(6), 1-43. doi:http://dx.doi.org10.1002/zamm.202002029
Vos, P. (2020). On science museums, science capital and the public understanding of mathematical modelling. In Mathematical Modelling Education and Sense-making. International Perspectives on the Teaching and Learning of Mathematical Modelling (pp. 521): Springer Nature.
Vos, P., & Frejd, P. (2020). The object-tool duality in mathematical modelling - a framework to analyze students’ appropriation of Sankey diagrams to model dynamic processes. Avances de Investigación en Educación Matemática (AIEM), 17, 52-66. doi:http://dx.doi.org10.35763/aiem.v0i17.305
Vos, P., Hernandez-Martinez, P., & Frejd, P. (2020). Connections of science capital and the teaching and learning of mathematical modelling. In Mathematical Modelling Education and Sense-making. International Perspectives on the Teaching and Learning of Mathematical Modelling (pp. 521): Springer Nature.
Vos, P. (2020). Task contexts in Dutch mathematics education. In M. v.d. Heuvel-Panhuizen (Ed.), National reflections on the Netherlands didactics of mathematics - Teaching and Learning in the context of Realistic Mathematics Education (pp. 31-53). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-33824-4_3.
Vos, P., Dallas, M., Poudel, A.B., & Shults, F. L. (2020). Using Social Simulations in Interdisciplinary Primary Education - an Expert Appraisal. In H. Verhagen, M. Borit, G. Bravo, & N. Wijermans (Eds.), Advances in Social Simulation - Looking in the Mirror (pp. 451 ‒456). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-34127-5_45.
Zakariya, Y. F. (2020). Effects of school climate and teacher selfefficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach. International Journal of STEM Education, 7(1), 1-12. doi:http://dx.doi.org10.1186/s40594-020-00209-4
Zakariya, Y. F. (2020). Exposing Empirical Links between COVID-19 Situation Report and Available Data: The Case of Nigeria. Diseases, 8(4), 11. doi:http://dx.doi.org10.3390/diseases8040038
Zakariya, Y. F. (2020). Investigating Some Construct Validity Threats to TALIS 2018 Teacher Job Satisfaction Scale: Implications for Social Science Researchers and Practitioners. Social Sciences, 9(4), 13. doi:http://dx.doi.org10.3390/socsci9040038
Zakariya, Y. F. (2020). Investigating some construct validity threats to TALIS 2018 teacher job satisfaction scale: Implications for social science researchers and practitioners. Social Sciences, 9(4), 13. doi:http://dx.doi.org10.3390/SOCSCI9040038
Zakariya, Y. F., Bjørkestøl, K., & Nilsen, H. K. (2020). Teacher job satisfaction across 38 countries and economies: An alignment optimization approach to a cross-cultural mean comparison. International Journal of Educational Research, 101. doi:http://dx.doi.org10.1016/j.ijer.2020.101573
Zakariya, Y. F., Nilsen, H. K., Goodchild, S., & Bjørkestøl, K. (2020). Assessing first-year engineering students’ pre-university mathematics knowledge: Preliminary validity results based on an item response theory model. Journal of Technology and Science Education (JOTSE), 10(2), 259-270. doi:http://dx.doi.org10.3926/jotse.1017
Zakariya, Y. F., Nilsen, H. K., Goodchild, S., & Bjørkestøl, K. (2020). Self-efficacy and approaches to learning mathematics among engineering students: empirical evidence for potential causal relations. International Journal of Mathematical Education in Science and Technology, 1-16. doi:http://dx.doi.org10.1080/0020739X.2020.1783006
Amani, A., Alamolhodaei, H., Ghanbari, R., & Radmehr, F. (2019). An epidemiological model for predicting students’ mathematics anxiety. Volume 22.
Borji, V., Radmehr, F., & Font, V. (2019). The impact of procedural and conceptual teaching on students' mathematical performance over time. International Journal of Mathematical Education in Science and Technology, 23, doi: 10.1080/0020739X.2019.1688404
Breive, S. (2019). Engaging children in mathematical discourse: a kindergarten teacher's multimodal participation. Nordisk matematikkdidaktikk, 24(2), 49-67.
Bjørkestøl, K., Borge, I. C., Goodchild, S., Nilsen, H.K., & Tonheim, O. H. M (2019). Student-active learning in mathematics: Operationalisation of ‘constructive alignment’. Nordic Journal of STEM Education, 3(1), 220-224.
Duarte, J., Januário, C., Martins, N., Rogovchenko, S., & Rogovchenko, Y. (2019). Chaos analysis and explicit series solutions to the seasonally forced SIR epidemic model. Journal of Mathematical Biology, 78(7), 2235-2258. doi: 10.1007/s00285-019-01342-7
Dallas, M. (2019). Towards an interactional perspective on argumentation in school mathematics. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 171-178). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
Erfjord, I., Carlsen, M., & Hundeland, P. S. (2019). Characterising the mathematical discourse in a kindergarten. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 2257-2264). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.
Fredriksen, H., & Hadjerrouit, S. (2019). An activity theory perspective on contradictions in flipped mathematics classrooms at the university level. International Journal of Mathematical Education in Science and Technology, 1-11. doi: 10.1080/0020739X.2019.1591533
Gjesteland, Th & Vos, P. (2019). Affect and mathematical modeling assessment – A case study on students’ experience of challenge and flow during a compulsory mathematical modeling task by engineering students. In S. Chamberlain & B. Sriraman (Eds), Affect in Mathematical Modeling (pp. 257‒272). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-04432-9_16.
Hadjerrouit, S. (2019). Investigating the affordances and constraints of SimReal for mathematical learning: A case study in teacher education. In H. Lane,S. Zvacek & J. Uhomoibhi (Eds.) CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education. Volume 2 (pp. 27-37). Ulster: SciTePress Springer.
Hadjerrouit, S., & Gautestad, H. H. (2019). Evaluating the usefulness of the visualization tool SimReal+ for learning mathematics: A case study at the undergraduate level. In Sampson, D., Spector, J.M., Ifenthaler, D., Isaías, P.& Sergis, S. (Eds.) Learning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment (pp. 71-89). Cham: Springer.
Kolahdouz, F., Radmehr, F., & Alamolhodaei, H. (2019). Exploring students’ proof comprehension of the Cauchy Generalized Mean Value Theorem. Teaching Mathematics and its Applications, Volume 38, Issue 2,( PP 85–106)
Landgärds, I. M. (2019). Providing economics students opportunities to learn basic mathematics. Nordic Journal of STEM Education, 3(1), 185-189. doi:10.5324/njsteme.v3i1.2992
Nilsen, H.K. (2019). First-year university students' interpretation of praxeology when solving an integration task. In M. Graven, H. Venkat, A. A. Essien and P. Vale (Eds.) (2019). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol 3) (pp. 129-137). Pretoria, South Africa: PME.
Nilsen, H.K. (2019). First-year engineering students’ reflections on integration and the Fundamental Theorem of Calculus. In J. Monaghan, E. Nardi and T. Dreyfus (Eds.) (2019), Calculus in upper secondary and beginning university mathematics – Conference proceedings (pp. 135-139). Kristiansand, Norway: MatRIC. Retrieved on the 21st of February 2020 from https://matric-calculus.sciencesconf.org/
Poudel, A.B., Vos, P., & Shults, & F. L. (2019). Students of Development Studies learning about modelling and simulations as a research approach in their discipline. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME-11) (pp. 1256‒1263). Utrecht, the Netherlands: Freudenthal Institute, Utrecht University and ERME.
Reinhardtsen, J., & Givvin, K. B. (2019). The fifth lesson: Students' responses to a patterning task across the four countries. In C. Kilhamn, & R. Säljö (Eds.), Encountering algebra. A comparative study of classrooms in Finland, Norway, Sweden, and the USA (pp. 165-234). Cham: Springer Nature.
Rensaa, R. J., Hogstad, N. M., & Monaghan, J. D. (2019). Themes within lecturers' views on the teaching of linear algebra. International Journal of Mathematical Education in Science and Technology, 1-18. 10.1080/0020739X.2019.1668976
Wathne, U., & Brodahl, C. (2019). Engaging mathematical reasoning-and-proving: A task, a method, and a taxonomy. Journal of the International Society for Teacher Education, 23(1), 6-17.
Wathne, U., Reinhardtsen, J., Borgersen, H. E., & Cestari, M. L. (2019). Designed examples as mediating tools: Introductory algebra in two Norwegian grade 8 classrooms. In C. Kilhamn, & R. Säljö (Eds.), Encountering algebra. A comparative study of classrooms in Finland, Norway, Sweden, and the USA (pp. 71-109). Cham: Springer Nature.
Wiik, A., & Vos, P. (2019). “I want a high-educated job that pays well and is fun”; secondary students’ reasons for selecting the Advanced Mathematics course. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME-11) (pp. 1573‒1580). Utrecht, the Netherlands: Freudenthal Institute, Utrecht University and ERME.
Zakariya, Y. (2019). Study approaches in higher education mathematics: Investigating the statistical behaviour of an instrument translated into Norwegian. Education Sciences, 9(3), (pp 191)
Zakariya, Y., Goodchild, S., Bjørkestøl, K., & Nilsen, H. K. (2019). Calculus self-efficacy inventory: Its development and relationship with approaches to learning. Education Sciences, 9(3), 1-14. doi: 10.3390/educsci9030170
Zakariya, Y. F., Bjørkestøl, K., Nilsen, H. K., Goodchild, S., & Lorås, M. (2019). University students’ learning approaches: An adaptation of the revised two-factor study process questionnaire to Norwegian. Studies in Educational Evaluation, 64, doi: 10.1016/j.stueduc.2019.100816