Martin Carlsen

• Rege, Mari; Størksen, Ingunn; Solli, Ingeborg Caroline Foldøy; Kalil, Ariel; McClelland, Megan & ten Braak, Dieuwer [Show all 12 contributors for this article] (2024). The Effects of a Structured Curriculum on Preschool effectiveness - A Field Experiment. The Journal of human resources. ISSN 0022-166X. 59(2), p. 576–603. doi: 10.3368/jhr.0220-10749R3.
• Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2024). The Knowledge Quartet as a theoretical lens to study a kindergarten teacher’s teaching of mathematics, Teaching Mathematics as to be meaningful – Foregrounding play and children’s perspectives: Results from the POEM5 Conference, 2022. Springer Nature. ISSN 9783031376634. doi: 10.1007/978-3-031-37663-4.
• Kaloutsi, Konstantina; Reinhardtsen, Jorunn & Carlsen, Martin (2023). Designing mathematical tasks to promote preservice teachers’ algebraic reasoning and argumentation. In Drijvers, Paul; Csapodi, Csaba; Palmer, Hanna; Gosztonyi, Katalin & Kónya, Eszter (Ed.), Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISSN 978-963-7031-04-5. p. 568–575.
• Lorange, Carl Andreas; Sjaastad, Jørgen & Carlsen, Martin (2022). Affordances and constraints of the Dragonbox School teaching material. In Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica & Ferretti, Federica (Ed.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education. ISSN 979-1-22-102537-8. p. 2793–2800. Full text in Research Archive Show summary

  The aim of this paper is to analyze the affordances and constraints of the way dynamic representations are used in the digital learning lab 'The set line' from the Dragonbox School teaching material. The learning lab is designed for second graders. The starting point of our analysis is the task 18 + 6. Our analysis shows that 'The set line' offers affordances for the users' learning of addition and other aspects of the number concept because the regrouping involved in the addition of 18 and 6 is explicitly displayed by the dynamic representations in the learning lab. 'The set line' may also cause constraints for students' opportunities to learn the inherent mathematical concepts and relations because several operations are carried out automatically by the learning lab.

• Maj-Tatsis, Bozena; Tzekaki, Marianna; Carlsen, Martin; Maffia, Andrea & Levenson, Esther (2022). Introduction to the papers of TWG 13: Early Years Mathematics. In Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica & Ferretti, Federica (Ed.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education. ISSN 979-1-22-102537-8. p. 2124–2127.
• Reinhardtsen, Jorunn & Carlsen, Martin (2022). Calculational and analytical perspectives in introductory algebra: a theoretical contribution. In Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica & Ferretti, Federica (Ed.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education. ISSN 979-1-22-102537-8. p. 596–603.
• Erfjord, Ingvald; Hundeland, Per Sigurd & Carlsen, Martin (2022). An analysis of a kindergarten teacher’s choices and justifications regarding teaching of a mathematical activity . In Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica & Ferretti, Federica (Ed.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education. ISSN 979-1-22-102537-8. p. 2168–2175. Show summary

  This paper aims to increase the insight into kindergarten teachers’ justification of their teaching. The study was done in a context with mathematical activities developed by the researchers in collaboration with the teachers. This is a context we consider as rich to reveal their choices and justifications made in advance of and during the teaching of a mathematical activity. Data from a semi-structured, post-teaching stimulated recall interview based on an activity with 5-year-old children was analysed employing the Knowledge Quartet proposed by Rowland et al. (2005). We identify seven choices made by the kindergarten teacher that reveal aspects of the kindergarten teacher’s knowledge-in-action and knowledge-in-interaction. She adapts the activity through questions, comments, particularities within the activities, and use of artefacts. Thus, she nurtures the children in their mathematical learning process.

• Lorange, Carl Andreas; Sjaastad, Jørgen & Carlsen, Martin (2022). Grunnskolelærerstudenters erfaring med eBok-basert undervisning i matematikk. UNIPED. ISSN 1500-4538. 45(3), p. 219–232. doi: 10.18261/uniped.45.3.6. Full text in Research Archive Show summary

  I denne artikkelen analyserer vi grunnskolelærerstudenters respons på en eBok-basert undervisningsform i matematikk. Denne eBoka besto av oppgaver med både skriftlige og videobaserte løsningsforslag. Oppgavene ble hentet fra tidligere gitte eksamensoppgaver knyttet til nasjonal deleksamen i matematikk. Formålet var å undersøke: a) hvordan studentene benyttet de ulike læringsressursene i eBoka, og b) på hvilke måter studentens bruk av læringsressursene hadde pragmatisk og epistemisk verdi (Artigue, 2002). Analysene bygger på kvantitative og kvalitative data fra en spørreundersøkelse (N = 60) om bruk av eBoka og viser at nesten alle studentene benyttet de videobaserte løsningsforslagene, mens litt under halvparten benyttet de skriftlige løsningsforslagene. Studentenes respons gir uttrykk for den pragmatiske verdien av bruken av læringsressursene. De fikk tips både i begynnelsen av løsningsprosessen og underveis om hvordan oppgavene kan løses, samt en sjekk på om de hadde løst oppgavene korrekt. Studentenes respons gir også uttrykk for den epistemiske verdien av bruken av læringsressursene. De fikk hjelp til å forstå hva oppgavene spurte om, de fikk hjelp til å forstå sin egen løsningsprosess, og de oppdaget andre måter å løse oppgavene på. Dette viser at eBoka ga grunnlag for matematisk meningsskaping blant grunnskolelærerstudentene.

• Wathne, Unni & Carlsen, Martin (2022). Third grade students’ multimodal mathematical reasoning when collaboratively solving combinatorial problems in small groups. Mathematical Thinking and Learning. ISSN 1098-6065. doi: 10.1080/10986065.2022.2099611. Full text in Research Archive
• Carlsen, Martin & Breive, Svanhild (2021). The nature of mathematical inquiry amongst kindergarten children: more than questioning and verbalisations. In Nortvedt, Guri A.; Buchholtz, Nils; Fauskanger, Janne; Hreinsdottir, Freyja; Hähkioniemi, Marcus; Jessen, Britta Eyrich; Kurvits, J.; Liljekvist, Yvonne; Misfeldt, Morten; Naalsund, Margrethe; Nilsen, Hans Kristian; Palsdottir, Gudbjørg; Portaankorva-Koivisto, Päivi; Radišić, Jelena & Werneberg, A. (Ed.), 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. ISSN 9789198402438.
• Rege, Mari; Størksen, Ingunn; Solli, Ingeborg Caroline Foldøy; Kalil, Ariel; Megan M., McClelland & Ten Braak, Dieuwer [Show all 12 contributors for this article] (2021). The Effects of a Structured Curriculum on Preschool Effectiveness A Field Experiment. The Journal of human resources. ISSN 0022-166X. 59(2), p. 576–603. doi: 10.3368/jhr.0220-10749R3. Full text in Research Archive Show summary

  Abstract: This study tests an intervention that introduces a structured curriculum for five-year-olds into the universal preschool context of Norway, where the business as usual is an unstructured curriculum. We conduct a field experiment with 691 five-year-olds in 71 preschools and measure treatment impacts on children’s development in mathematics, language, and executive functioning. The nine-month intervention has effects on child development at post-intervention and the effects persist one year following the end of the treatment. The effects are mainly driven by the preschools identified as low-quality at baseline, indicating that a structured curriculum can reduce inequality in early childhood learning environments.

• Hundeland, Per Sigurd; Carlsen, Martin & Erfjord, Ingvald (2020). Qualities in mathematical discourses in kindergartens. ZDM: Mathematics Education. ISSN 1863-9690. 52(4), p. 691–702. doi: 10.1007/s11858-020-01146-w. Full text in Research Archive Show summary

  In this study we investigated qualities of the mathematical discourse in four kindergarten classes in which kindergarten teachers and 5-year-old children engaged in mathematical learning activities. We analysed differences in the mathematical discourses in two experimental kindergarten classes and two control kindergarten classes, in a research and development project. The overarching research question guiding our study was as follows: what characterises the mathematical discourse unfolding in kindergarten classes? In our study we drew on the theoretical framework Mathematical Discourse in Instruction coined by Adler and Ronda, as we quantified the collected qualitative data. Our analyses identified significant characteristics of mathematical discourse with respect to the children’s opportunities to contribute with ideas and arguments. The discourse in the kindergartens differed both with respect to the extent and nature of verbal utterances among the participants, as well as the mathematical engagement nurtured amongst the children. Moreover, the mathematical discourse within the experimental kindergarten classes, to a greater extent than that in the control kindergarten classes, initiated opportunities for the participating children’s mathematical learning.

• Bruns, Julia; Carlsen, Martin; Eichen, Lars; Erfjord, Ingvald & Hundeland, Per Sigurd (2020). Situational perception in mathematics (SPiM) – Results of a cross-country study in Austria and Norway. In Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (Ed.), Mathematics education in the early years : Results from the POEM4 conference, 2018. Springer Nature. ISSN 9783030347758. p. 317–332. doi: 10.1007/978-3-030-34776-5_19.
• Erfjord, Ingvald; Carlsen, Martin & Hundeland, Per Sigurd (2019). Characterising the mathematical discourse in a kindergarten. In Jankvist, Uffe Thomas; Van den Heuvel-Panhuizen, Marja & Veldhuis, Michiel (Ed.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISSN 978-90-73346-75-8. p. 2257–2264.
• Carlsen, Martin (2018). Upper secondary students’ mathematical reasoning on a sinusoidal function. Educational Studies in Mathematics. ISSN 0013-1954. 99(3), p. 277–291. doi: 10.1007/s10649-018-9844-1.
• Breive, Svanhild; Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2018). Designing playful inquiry-based mathematical learning activities for kindergarten. In Benz, Christiane; Steinweg, Anna S; Gasteiger, Hedwig; Schöner, Priska; Vollmuth, Helene & Zöllner, Johanna (Ed.), Mathematics education in the early years. Results from the POEM3 conference 2016. Springer Publishing Company. ISSN 978-3-319-78220-1. p. 181–205. doi: 10.1007/978-3-319-78220-1_10.
• Hundeland, Per Sigurd; Erfjord, Ingvald & Carlsen, Martin (2017). A kindergarten teacher’s revealed knowledge in orchestration of mathematical activities. In Dooley, Thérèse & Gueudet, Ghislaine (Ed.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10). European Society for Research in Mathematics Education. ISSN 978-1-873769-73-7. p. 1853–1860.
• Carlsen, Martin (2016). Matematiske samtaler i barnehagen: Utfordringer og muligheter. In Herheim, Rune & Johnsen-Høines, Marit (Ed.), Matematikksamtaler. Undervisning og læring - analytiske perspektiv. Caspar Forlag. ISSN 978-82-90898-73-6. p. 221–239.
• Carlsen, Martin; Erfjord, Ingvald; Hundeland, Per Sigurd & Monaghan, John David (2016). Kindergarten teachers’ orchestration of mathematical activities afforded by technology: agency and mediation. Educational Studies in Mathematics. ISSN 0013-1954. 93(1), p. 1–17. doi: 10.1007/s10649-016-9692-9. Full text in Research Archive
• Erfjord, Ingvald; Carlsen, Martin & Hundeland, Per Sigurd (2015). Distributed authority and opportunities for children’s agency in mathematical activities in kindergarten. In Krainer, Konrad & Vondrova, Nada (Ed.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISSN 978-80-7290-844-8. p. 1918–1924. doi: 10.1007/s10649-016-9692-9.
• Carlsen, Martin (2015). Upper secondary students appropriating the tool of harmonic oscillation: The issue of resistance. In Silfverberg, Harry; Kärki, Tomi & Hannula, Markku S. (Ed.), Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014. The Finnish Research Association for Subject Didactics. ISSN 978-952-5993-17-2. p. 267–276.
• Hundeland, Per Sigurd; Carlsen, Martin & Erfjord, Ingvald (2014). Children’s engagement with mathematics in kindergarten mediated by the use of digital tools. In Kortenkamp, Ulrich; Brandt, Birgit; Benz, Christiane; Krummheuer, Götz; Ladel, Silke & Vogel, Rose (Ed.), Early mathematics learning. Selected papers of the POEM 2012 conference. Springer Science+Business Media B.V.. ISSN 978-1-4614-4677-4. p. 207–221. doi: 10.1007/978-1-4614-4678-1_13.
• Isabwe, Ghislain Maurice Norbert; Reichert, Frank; Carlsen, Martin & Lian, Thomas Andreé (2014). Using Assessment for Learning Mathematics with Mobile Tablet Based Solutions. International Journal of Emerging Technologies in Learning (iJET). ISSN 1868-8799. 9(2). doi: 10.3991/ijet.v9i2.3219.
• Hundeland, Per Sigurd; Erfjord, Ingvald & Carlsen, Martin (2013). Use of digital tools in mathematical learning activities in the kindergarten: Teachers’ approaches. In Ubuz, Behiye; Haser, Çiğdem & Mariotti, Maria Alessandra (Ed.), Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISSN 978-975-429-315-9. p. 2108–2117.
• Carlsen, Martin (2013). Barns bruk av digitale verktøy i barnehagen: Muligheter for å gjøre seg matematiske erfaringer. Nordisk matematikkdidaktikk. ISSN 1104-2176. 18(3), p. 5–26.
• Isabwe, Ghislain Maurice Norbert; Reichert, Frank & Carlsen, Martin (2013). Rethinking practices of assessment for learning: Tablet technology supported assessment for learning mathematics. In Lee, Mark J.W. (Eds.), Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE Press. ISSN 978-1-4673-6355-6. p. 155–159. doi: 10.1109/tale.2013.6654419. Show summary

  This article discusses assessment for learning in mathematics subjects. It is challenging for teachers of large classes to regularly assess students’ mathematics in order to help them improve their learning achievement. Given the complexity of assessing and providing feedback for learning, a new approach to assessment for learning was suggested. Media tablet technology supported assessment processes were devised and user studies were conducted in Norway and Rwanda. There are indications that students like to be involved in assessing each other’s mathematics work. Students expect to get learning gains by providing and obtaining feedback to/from their peers using technology supported tools.

• Carlsen, Martin (2013). Engaging with mathematics in the kindergarten. Orchestrating a fairy tale through questioning and use of tools. European Early Childhood Education Research Journal. ISSN 1350-293X. 21(4), p. 502–513. doi: 10.1080/1350293X.2013.845439.
• Carlsen, Martin (2013). Mathematical learning opportunities in kindergarten through the use of digital tools: Affordances and constraints. Nordic Journal of Digital Literacy. ISSN 1891-943X. 8(3), p. 171–185.
• Carlsen, Martin (2013). Kindergarten teachers orchestrating children’s appropriation of mathematical tools, Nordic research in didactics of mathematics: Past, present and future. Cappelen Damm Akademisk. ISSN 978-82-02-39348-9. p. 108–129.

View all works in Cristin

• Størksen, Ingunn; ten Braak, Dieuwer; Breive, Svanhild; Lenes, Ragnhild; Lunde, Svanaug & Carlsen, Martin [Show all 9 contributors for this article] (2024). Lekbasert læring - ressursbok for barnehage, skole og SFO. Cappelen Damm Akademisk. ISBN 978-82-02-83376-3. 223 p.
• Størksen, Ingunn; ten Braak, Dieuwer; Breive, Svanhild; Lenes, Ragnhild; Lunde, Svanaug & Carlsen, Martin [Show all 9 contributors for this article] (2020). Legebaseret læring: et forskningsbaseret førskoleoplæg. Akademisk Forlag, Danmark. ISBN 9788723541338. 232 p. Show summary

  Alle børn skal have de bedste forudsætninger for at starte i skole. Det er derfor vigtigt at stimulere de områder, som baner vejen for en vellykket skolestart. Legebaseret læring er udviklet med netop dette formål. Materialet bygger på den nyeste internationale forskning inden for tidlig stimulering af sociale kompetencer, selvregulering, sprogudvikling og matematisk forståelse, og det indeholder et væld af aktiviteter, som understøtter børns udvikling inden for disse områder. Med Legebaseret læring får du helt konkrete anvisninger til, hvordan du kan understøtte læring gennem leg. Materialet rummer også ideer til, hvordan du kan sammensætte aktiviteter til sammenhængende forløb, udforme dagsplaner, årshjul mv. Legebaseret læring er udviklet og afprøvet i et tæt samarbejde mellem forskere og pædagoger fra mere end 80 daginstitutioner.

• Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2020). Mathematics education in the early years : Results from the POEM4 conference, 2018. Springer Nature. ISBN 9783030347758. 448 p.
• Størksen, Ingunn; ten Braak, Dieuwer; Breive, Svanhild; Lenes, Ragnhild; Lunde, Svanaug & Carlsen, Martin [Show all 9 contributors for this article] (2019). Lekbaserat Lärande. Bonnierförlagen Lära. ISBN 9789178230594. 208 p.
• Størksen, Ingunn; ten Braak, Dieuwer; Breive, Svanhild; Lenes, Ragnhild; Lunde, Svanaug & Carlsen, Martin [Show all 9 contributors for this article] (2018). Lekbasert læring - et forskningsbasert førskoleopplegg fra Agderprosjektet. Aschehoug & Co. ISBN 978-82-492-1963-6. 231 p.
• Carlsen, Martin; Wathne, Unni & Blomgren, Gro (2017). Matematikk for barnehagelærere (3. utgave). Cappelen Damm Akademisk. ISBN 978820248267-1. 325 p.
• Størksen, Ingunn; Ten Braak, Dieuwer; Breive, Svanhild; Lenes, Ragnhild; Lunde, Svanaug & Carlsen, Martin [Show all 9 contributors for this article] (2016). Lekbasert læring i barnehagen - Et forskningsbasert førskoleopplegg fra Agderprosjektet. Aschehoug & Co. ISBN 9788249218523. 227 p. Show summary

  Forlag: GAN Aschehoug, H. Aschehoug & Co. (W. Nygaard) AS

View all works in Cristin

• Carlsen, Martin (2023). Playful learning of mathematics in the transition from kindergarten to school: Opportunities and challenges.
• Reid, David Alexander & Carlsen, Martin (2023). An ALTA for Grade 5 Equation Solving .
• Larson, Niclas & Carlsen, Martin (2023). En kompleks episode. [Internet]. Apple Podcasts. Show summary

  I sesongens 9. episode av Spøkelser etter avdøde størrelser har Niclas Larson og Martin Carlsen en semistrukturert samtale om utviklingen av de komplekse tallene. Episoden tar deg med tilbake til Cardano på 1500-tallet, og på reisen mot 2000-tallet støter vi på mange store matematikere som Euler og Gauẞ. Den store norske stjernen, Niels Henrik Abel, blir også nevnt, men mer sentral i episoden er en annen nordmann, nemlig Caspar Wessel. På slutten av 1700-tallet var Wessel den som introduserte den geometriske tolkningen av de komplekse tallene som i dag tilsvarer det komplekse tallplanet.

• Reinhardtsen, Jorunn & Carlsen, Martin (2022). Calculational and analytical perspectives in introductory algebra: a theoretical contribution.
• Carlsen, Martin (2022). Masteroppgaven i GLU - Innledning til diskusjon.
• Lorange, Carl Andreas; Sjaastad, Jørgen & Carlsen, Martin (2022). Grunnskolelærerstudenters erfaring med eBok-basert undervisning i matematikk.
• Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2022). The Knowledge Quartet as a theoretical lens to explore kindergarten teachers’ teaching of mathematics.
• Erfjord, Ingvald; Hundeland, Per Sigurd & Carlsen, Martin (2022). An analysis of a kindergarten teacher’s choices and justifications regarding teaching of a mathematical activity .
• Carlsen, Martin (2022). My experience from attending the same TWG at the CERME conferences – and why this is a good idea.
• Carlsen, Martin (2022). Tenk på et tall.
• Carlsen, Martin (2022). Matematisk oppmerksomhet i barnehagen.
• Larson, Niclas & Carlsen, Martin (2022). Toppen av et toppforskningssenter . [Internet]. Apple Podcasts. Show summary

  I 12. episode av Spøkelser etter avdøde størrelser får vi endelig svaret på spørsmålet som var tittel til 11. episode, nemlig om M. Carlsen spiser mye ris. Men framfor alt får vi vite mer om det prioriterte forskningssenteret MERGA og om den nye nasjonale forskerskolen. I episoden har Niclas Larson en semistrukturert samtale med Martin Carlsen, som er professor ved Institutt for matematiske fag på UiA og dessuten er leder for MERGA. Martin er også dedikert frisbeegolfspiller, så på slutten av episoden får vi vite litt mer om koblingen mellom matematikk og frisbeegolf.

• Øvrebø Ebbesen, Solfrid; Lorange, Carl Andreas & Carlsen, Martin (2022). Skal du bli mattelærer og strever med matematikken? Nå er det hjelp å få. Forskning.no. ISSN 1891-635X.
• Lorange, Carl Andreas & Carlsen, Martin (2022). Grunnskolelærerstudenters erfaring med eBok-basert undervisning i matematikk.
• Lorange, Carl Andreas & Carlsen, Martin (2022). DragonBox Skole: muligheter og begrensninger. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 33(3), p. 39–44.
• Lorange, Carl Andreas; Sjaastad, Jørgen & Carlsen, Martin (2022). Affordances and constraints of the Dragonbox School teaching material.
• Carlsen, Martin (2021). Grunnleggende matematikkompetanse - essensielt for danning og sosioøkonomisk utvikling. In Nielsen, May-Brith Ohman & Høeg, Ida Marie (Ed.), Agder Vitenskapsakademi - Årbok 2020. Novus Forlag. ISSN 978-82-8390-077-4.
• Carlsen, Martin (2021). Designing playful inquiry-based mathematical learning activities for kindergarten in Norway.
• Carlsen, Martin (2021). Matematikkdidaktisk forskning på barnehagebarn - Hva vet vi? hva har vi funnet ut på UiA.
• Carlsen, Martin (2021). Designing playful inquiry-based mathematical learning activities for kindergarten in Norway.
• Carlsen, Martin (2020). Grunnleggende matematikkompetanse - essensielt for danning og sosioøkonomisk utvikling.
• Carlsen, Martin (2020). Early years mathematics education. Research at UiA - Contributions from the last decade.
• Carlsen, Martin (2019). Lekende matematikkundervisning gir bedre læring. Agderposten. ISSN 0805-3723. p. 22–23.
• Rege, Mari; Størksen, Ingunn; Solli, Ingeborg Caroline Foldøy; Kalil, Ariel; McClelland, Megan & ten Braak, Dieuwer [Show all 12 contributors for this article] (2019). Promoting Child Development in a Universal Preschool System: A Field Experiment. CESifo Working Papers. ISSN 1617-9595. p. 1–41.
• Erfjord, Ingvald; Carlsen, Martin & Hundeland, Per Sigurd (2019). Characterising the mathematical discourse in a kindergarten .
• Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2018). An analysis of two kindergarten teachers’ orchestration of mathematical activities: Choices and reasons .
• Carlsen, Martin (2018). Problemløsning som arbeidsmåte i matematikk.
• Rege, Mari; Størksen, Ingunn; Solli, Ingeborg Foldøy; Kalil, Ariel; McClelland, Megan & Lenes, Ragnhild [Show all 11 contributors for this article] (2018). Effects of Childcare Quality on Child Development in a Generous Welfare State .
• Solli, Ingeborg Foldøy; Rege, Mari; Størksen, Ingunn; ten Braak, Dieuwer; Lenes, Ragnhild & Lunde, Svanaug [Show all 11 contributors for this article] (2018). Effects of Childcare Quality on School Readiness Skills in a Generous Welfare State.
• Rege, Mari; Størksen, Ingunn; Solli, Ingeborg Foldøy; Lenes, Ragnhild; ten Braak, Dieuwer & Breive, Svanhild [Show all 12 contributors for this article] (2018). Effects of Childcare Quality on Child Development in a Generous Welfare State .
• Solli, Ingeborg Foldøy; Rege, Mari; Størksen, Ingunn; Kalil, Ariel; McClelland, Megan & Lenes, Ragnhild [Show all 12 contributors for this article] (2018). Effects of Childcare Quality on Child Development in a Generous Welfare State.
• Rege, Mari; Størksen, Ingunn; Solli, Ingeborg Foldøy; Kalil, Ariel; McClelland, Megan & Lenes, Ragnhild [Show all 12 contributors for this article] (2018). Effects of Childcare Quality on Child Development in a Generous Welfare State .
• Bruns, Julia; Carlsen, Martin; Eichen, Lars; Erfjord, Ingvald & Hundeland, Per Sigurd (2018). Situational perception in mathematics (SPiM) – Results of a cross-country study in Austria and Norway.
• Carlsen, Martin (2017). Å forske på fagdidaktikk i barnehagen - Eksempler fra egen forskning.
• Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2017). Agderprosjektet - Lekbasert læring av matematikk i barnehagen.
• Carlsen, Martin & Wathne, Unni (2017). Primary students’ reasoning when collaboratively solving combinatorial problems in small groups.
• Hundeland, Per Sigurd; Erfjord, Ingvald & Carlsen, Martin (2017). A kindergarten teacher’s revealed knowledge in orchestration of mathematical activities.
• Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2017). Agderprosjektet - Lekbasert læring av matematikk i barnehagen.
• Breive, Svanhild; Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2016). Designing playful inquiry based mathematical activities for kindergarten.
• Birkeland, Per Arne; Carlsen, Martin; Erfjord, Ingvald; Hundeland, Per Sigurd & Wathne, Unni (2016). Matematikklærere må kunne mer enn faget. Utdanning. ISSN 1502-9778. p. 38–38.
• Birkeland, Per Arne; Carlsen, Martin; Erfjord, Ingvald; Hundeland, Per Sigurd & Wathne, Unni (2016). Mattelærere må kunne mer enn matte. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. p. 11–11.
• Hundeland, Per Sigurd; Wathne, Unni; Carlsen, Martin; Birkeland, Per Arne & Erfjord, Ingvald (2016). Mattelærere må kunne mer enn matte. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Birkeland, Per Arne; Carlsen, Martin; Erfjord, Ingvald; Hundeland, Per Sigurd & Wathne, Unni (2016). Må kunne mer enn matte. Fædrelandsvennen. ISSN 0805-3790. 142(151), p. 20–20.
• Carlsen, Martin (2016). Antall, rom og form - et fagområde for alle !?
• Carlsen, Martin (2015). Matematikk i barnehagen. Hvordan skape et godt læringsmiljø for ett- og toåringene?
• Breive, Svanhild; Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2015). Matematikkaktiviteter og deres implementering i barnehager i Vest-Agder.
• Breive, Svanhild; Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2015). Matematikkaktiviteter og deres implementering i barnehager i Aust-Agder.
• Breive, Svanhild; Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2015). Tall og telling. Arbeid med tallbegrepet i barnehager i Vest-Agder.
• Breive, Svanhild; Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2015). Tall og telling. Arbeid med tallbegrepet i barnehager i Aust-Agder.
• Breive, Svanhild; Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2015). Lek og utforskning i matematikk i barnehagen - Arbeid med inquiry i barnehager i Vest-Agder.
• Breive, Svanhild; Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2015). Lek og utforskning i matematikk i barnehagen - Arbeid med inquiry i barnehager i Aust-Agder.
• Carlsen, Martin (2015). Et matematikkeventyr. Vetuva. Forskning og ny kunnskap om barnehage. ISSN 1894-5090. p. 10–10.
• Carlsen, Martin (2015). Tommel opp for digitale verktøy i undervisning. [Internet]. sornett.no.
• Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2014). Takk for Sørlandets kompetansefonds populærvitenskapelige pris. In Jahr, Ernst Håkon; Nossum, Rolf Tomas & Storesletten, Leiv (Ed.), Agder Vitenskapsakademi Årbok 2013. Portal forlag. ISSN 9788283140200. p. 140–142.
• Carlsen, Martin (2014). Om bruk av nettbrett i undervisning på skolen. [TV]. NRK.
• Carlsen, Martin (2014). Om bruk av nettbrett i undervisning på skolen. [Radio]. NRK.
• Hundeland, Per Sigurd; Carlsen, Martin & Erfjord, Ingvald (2014). Kan man lære matematikk i barnehagen? Fædrelandsvennen. ISSN 0805-3790. 140(183), p. 22–22.
• Carlsen, Martin (2014). Fireåringer lærer matematikk med et museklikk.
• Carlsen, Martin; Erfjord, Ingvald; Hundeland, Per Sigurd & Monaghan, John (2013). Orchestration of mathematical activities in the kindergarten: Distributed agency and the role of teachers.
• Carlsen, Martin (2013). Matematikklærerutdanning i førskolen sett i et utviklingsperspektiv.
• Carlsen, Martin (2013). IKT-støttet læring av matematikk i barnehagen.
• Hundeland, Per Sigurd; Erfjord, Ingvald & Carlsen, Martin (2013). Use of digital tools in mathematical learning activities in the kindergarten: Teachers’ approaches.
• Erfjord, Ingvald; Hundeland, Per Sigurd & Carlsen, Martin (2012). Children’s engagement with mathematics in kindergarten mediated by the use of digital tools.
• Isabwe, Ghislain Maurice Norbert; Reichert, Frank; Carlsen, Martin & Konnestad, Morgan (2013). Enhancing Mathematics Learning Through Peer Assessment Using Mobile Tablet Based Solutions. Universitetet i Agder. ISSN 978-82-7117-731-7.

View all works in Cristin