Stig Eriksen

• Eriksen, Stig & Vos, Pauline (2023). Formal intentions in a new mathematics curriculum versus example tasks published before the standardized examinations–do they align? 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. 3948–3955. Show summary

  In 2020, a new Norwegian mathematics curriculum formally defined five competencies as pillars for mathematics learning, such as exploring, reasoning, representing, generalizing, or modelling. Shortly after the curriculum’s launch, example tasks were published to show what type of tasks could come in the national standardized examinations. Within our theoretical framework, we interpret both the described competencies and the example tasks as resources in a discourse on an intended curriculum. We studied their alignment, namely, the extent to which the competencies were needed to solve the example tasks. We developed a scoring analysis with good inter-rater reliability. We found that the competencies were mainly needed for tasks for the theoretical stream and hardly for practical streams. Also, modelling was virtually absent. The first published example tasks communicated the ideals of the intended curriculum better than those published later.

• Eriksen, Stig & Vos, Pauline (2022). Kjerneelementer og eksempeloppgaver. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 33(3), p. 45–51.

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• Eriksen, Stig (2024). Den tomme modelleringssyklusen. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192.
• Eriksen, Stig (2023). Regresjon UTEN GeoGebra.
• Eriksen, Stig (2023). Regresjon UTEN GeoGebra.
• Eriksen, Stig (2023). Regresjon UTEN GeoGebra.
• Eriksen, Stig (2023). Tenkende klasserom i matematikk.
• Eriksen, Stig (2023). Modellere modellering.
• Eriksen, Stig (2023). Om eksamen - stort sett.
• Eriksen, Stig (2023). Praktisk-muntlig eksamen.
• Eriksen, Stig & Vos, Pauline (2023). Formal intentions in a new mathematics curriculum versus example tasks published before the standardized examinations – do they align? .
• Eriksen, Stig & Vos, Pauline (2023). Formal intentions in a new mathematics curriculum versus example tasks published before the standardized examinations–do they align?
• Eriksen, Stig (2022). Eksamen våren 2022 - and beyond.

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