Per Sigurd Hundeland

• Rege, Mari; Størksen, Ingunn; Solli, Ingeborg Caroline Foldøy; Kalil, Ariel; McClelland, Megan & ten Braak, Dieuwer [Vis alle 12 forfattere av denne artikkelen] (2024). The Effects of a Structured Curriculum on Preschool effectiveness - A Field Experiment. The Journal of human resources. ISSN 0022-166X. 59(2), s. 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.
• Erfjord, Ingvald; Hundeland, Per Sigurd & Carlsen, Martin (2022). An analysis of a kindergarten teacher’s choices and justifications regarding teaching of a mathematical activity . I Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica & Ferretti, Federica (Red.), 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. s. 2168–2175. Vis sammendrag

  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.

• Rege, Mari; Størksen, Ingunn; Solli, Ingeborg Caroline Foldøy; Kalil, Ariel; Megan M., McClelland & Ten Braak, Dieuwer [Vis alle 12 forfattere av denne artikkelen] (2021). The Effects of a Structured Curriculum on Preschool Effectiveness A Field Experiment. The Journal of human resources. ISSN 0022-166X. 59(2), s. 576–603. doi: 10.3368/jhr.0220-10749R3. Fulltekst i vitenarkiv Vis sammendrag

  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 & Pettersen, Petter (2021). A comparative study of supplemental instruction and small group teaching. I Strømmen-Bakhtiar, Abbas; Helde, Roger & Suzen, Elisabeth (Red.), Supplemental Instruction Volume 2: Student Learning Processes. Waxmann Verlag. ISSN 978‑3-8309-4325-9. s. 65–82.
• Hundeland, Per Sigurd; Carlsen, Martin & Erfjord, Ingvald (2020). Qualities in mathematical discourses in kindergartens. ZDM: Mathematics Education. ISSN 1863-9690. 52(4), s. 691–702. doi: 10.1007/s11858-020-01146-w. Fulltekst i vitenarkiv Vis sammendrag

  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. I Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (Red.), Mathematics education in the early years : Results from the POEM4 conference, 2018. Springer Nature. ISSN 9783030347758. s. 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. I Jankvist, Uffe Thomas; Van den Heuvel-Panhuizen, Marja & Veldhuis, Michiel (Red.), 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. s. 2257–2264.
• Breive, Svanhild; Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2018). Designing playful inquiry-based mathematical learning activities for kindergarten. I Benz, Christiane; Steinweg, Anna S; Gasteiger, Hedwig; Schöner, Priska; Vollmuth, Helene & Zöllner, Johanna (Red.), Mathematics education in the early years. Results from the POEM3 conference 2016. Springer Publishing Company. ISSN 978-3-319-78220-1. s. 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. I Dooley, Thérèse & Gueudet, Ghislaine (Red.), 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. s. 1853–1860.
• 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), s. 1–17. doi: 10.1007/s10649-016-9692-9. Fulltekst i vitenarkiv
• Erfjord, Ingvald; Carlsen, Martin & Hundeland, Per Sigurd (2015). Distributed authority and opportunities for children’s agency in mathematical activities in kindergarten. I Krainer, Konrad & Vondrova, Nada (Red.), 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. s. 1918–1924. doi: 10.1007/s10649-016-9692-9.
• Hundeland, Per Sigurd; Carlsen, Martin & Erfjord, Ingvald (2014). Children’s engagement with mathematics in kindergarten mediated by the use of digital tools. I Kortenkamp, Ulrich; Brandt, Birgit; Benz, Christiane; Krummheuer, Götz; Ladel, Silke & Vogel, Rose (Red.), Early mathematics learning. Selected papers of the POEM 2012 conference. Springer Science+Business Media B.V.. ISSN 978-1-4614-4677-4. s. 207–221. doi: 10.1007/978-1-4614-4678-1_13.
• Hundeland, Per Sigurd; Erfjord, Ingvald & Carlsen, Martin (2013). Use of digital tools in mathematical learning activities in the kindergarten: Teachers’ approaches. I Ubuz, Behiye; Haser, Çiğdem & Mariotti, Maria Alessandra (Red.), 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. s. 2108–2117.
• Hundeland, Per Sigurd (2013). Teachers' competence from their perspectives and their own language, Nordic research in didactics of mathematics: Past, present and future. Cappelen Damm Akademisk. ISSN 978-82-02-39348-9. s. 253–265.
• Erfjord, Ingvald; Hundeland, Per Sigurd & Carlsen, Martin (2012). Kindergarten teachers’ accounts of their developing mathematical practice. ZDM: Mathematics Education. ISSN 1863-9690. 44(5), s. 653–664. doi: 10.1007/s11858-012-0422-1.
• Hundeland, Per Sigurd (2012). Teachers arguing for their teaching approaches. I Gunnarsdottir, Gudny Helga; Hreinsdottir, Freyja; Pálsdóttir, Guðbjörg; Hannula, Markku; Hannula-Sormunen, Minna; Jablonka, Eva; Jankvist, Uffe Thomas; Ryve, Andreas; Valero, Paola & Wæge, Kjersti (Red.), Proceedings of NORMA 11 The Sixth Nordic Conference on Mathematics Education. University of Iceland Press. ISSN 978-9979-54-965-9. s. 331–338.
• Hundeland, Per Sigurd; Carlsen, Martin & Erfjord, Ingvald (2011). Changing mathematical practice of kindergarten teachers. Co-learning in a developmental research project. I Pytlak, Marta; Rowland, Tim & Swoboda, Ewa (Red.), CERME 7: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISSN 978-83-7338-683-9. s. 1872–1881. Vis sammendrag

  The aim of this paper is to report results from a three-year project concerning collaboration with kindergarten teachers in implementing mathematics in the kindergarten. In our co-learning with the kindergarten teachers we all participated in a developmental project. The frame for analysing our data was developmental research. The analysis shows that the kindergarten teachers changed their practice throughout and because of their participation in the project. These changes were exemplified through increased mathematical consciousness in orchestrating mathematical activities, emerged emphasis on disseminating thoughts and ideas to colleagues, and changed ways of communicating with the children.

• Carlsen, Martin; Hundeland, Per Sigurd & Erfjord, Ingvald (2010). Orchestration of mathematical activities in the kindergarten: The role of questions. I Durand-Guerrier, Viviane; Soury-Lavergne, Sophie & Arzarello, Ferdinando (Red.), 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. ISSN 978-2-7342-1190-7. s. 2567–2576. Vis sammendrag

  The aim of this study is to address the subtleties in the process of how kindergartenteachers orchestrate mathematical activities with a group of children. Drawing on asociocultural perspective on learning and development, talk-in-interaction, emergingfrom naturally occurring data, has been analysed to get insight into how akindergarten teacher orchestrate mathematical activities. The analyses show that thekindergarten teacher's use of questions, which we categorise into six groups, playeda significant role in the orchestration of children?s learning process. Through the useof questions and a pair of scales, verbal and non-verbal responses were engendered,relevant mathematical terminology was offered, and an inquiry approach towardsmeasuring as a mathematical topic was initiated.

• Hundeland, Per Sigurd (2007). Hvordan tenker lærere om matematikkundervisning? Læringsfellesskap i matematikk Learning Communities in Mathematics. Caspar Forlag. s. 205–214.
• Erfjord, Ingvald & Hundeland, Per Sigurd (2007). Teachers' reflections on the use of ICT tools in mathematics: Insights from a plilot study, Relating Practice and Research in Mathematics education. Proceedings of NORMA05, Fourthe Nordic Conference on Mathematics Education. Tapir Akademisk Forlag. s. 217–230. Vis sammendrag

  This paper is based on data from a case study at a secondary school in Norway. The aim of the paper is to present an analysis of the nature and content of two teachers? reflections on the use of ICT tools in mathematics at grade 9. A central method in the study is the use of focus group interviews to gain insights into teachers? perspectives. Here we see two teachers reflecting on use of ICT in their mathematics teaching recalled by a video recording of three students? work in their lesson. A table is presented with questions addressing the reflections from the teachers. The table indicates teachers? ability to address a variety of questions, both linked to the concrete activity recalled by the video and on a more general level concerning ICT teaching in mathematics.

• Hundeland, Per Sigurd; Erfjord, Ingvald; Grevholm, Barbro & Breiteig, Trygve (2007). Teachers and researchers inquiring into mathematics teaching and learning: A case of linear functions, Relating Practice and Research in Mathematics education. Proceedings of NORMA05, Fourthe Nordic Conference on Mathematics Education. Tapir Akademisk Forlag. s. 299–310. Vis sammendrag

  The teachers in this study are participants in the LCM - (Learning Communities in Mathematics) project run at Agder University College. The project emphasises the development of communities of teachers and researchers focused on inquiry in mathematics and teaching. This paper deals with a well-planned lesson in an eleventh grade class in a Norwegian upper secondary school. We will present data that illustrate how the teachers intervened to reach certain goals that had been identified through the planning process. These interventions identified discourses, which showed that there was a discrepancy between how the teachers interpreted and used a certain word for a mathematical concept and how the students interpreted the same word. Our findings illuminate common challenges faced when trying to build a community of inquiry in the classroom.

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• Størksen, Ingunn; ten Braak, Dieuwer; Breive, Svanhild; Lenes, Ragnhild; Lunde, Svanaug & Carlsen, Martin [Vis alle 9 forfattere av denne artikkelen] (2024). Lekbasert læring - ressursbok for barnehage, skole og SFO. Cappelen Damm Akademisk. ISBN 978-82-02-83376-3. 223 s.
• Størksen, Ingunn; ten Braak, Dieuwer; Breive, Svanhild; Lenes, Ragnhild; Lunde, Svanaug & Carlsen, Martin [Vis alle 9 forfattere av denne artikkelen] (2020). Legebaseret læring: et forskningsbaseret førskoleoplæg. Akademisk Forlag, Danmark. ISBN 9788723541338. 232 s. Vis sammendrag

  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 s.
• Størksen, Ingunn; ten Braak, Dieuwer; Breive, Svanhild; Lenes, Ragnhild; Lunde, Svanaug & Carlsen, Martin [Vis alle 9 forfattere av denne artikkelen] (2019). Lekbaserat Lärande. Bonnierförlagen Lära. ISBN 9789178230594. 208 s.
• Størksen, Ingunn; ten Braak, Dieuwer; Breive, Svanhild; Lenes, Ragnhild; Lunde, Svanaug & Carlsen, Martin [Vis alle 9 forfattere av denne artikkelen] (2018). Lekbasert læring - et forskningsbasert førskoleopplegg fra Agderprosjektet. Aschehoug & Co. ISBN 978-82-492-1963-6. 231 s.
• Størksen, Ingunn; Ten Braak, Dieuwer; Breive, Svanhild; Lenes, Ragnhild; Lunde, Svanaug & Carlsen, Martin [Vis alle 9 forfattere av denne artikkelen] (2016). Lekbasert læring i barnehagen - Et forskningsbasert førskoleopplegg fra Agderprosjektet. Aschehoug & Co. ISBN 9788249218523. 227 s. Vis sammendrag

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

• Erfjord, Ingvald; Hundeland, Per Sigurd; Kaufmann, Odd Tore & Onsrud, Gina (2013). Matte overalt - Lærerveiledning 5A. Fagbokforlaget. ISBN 9788211016768. 249 s.
• Erfjord, Ingvald; Hundeland, Per Sigurd; Kaufmann, Odd Tore & Onsrud, Gina (2013). Matte overalt - Oppgavebok 5A. Fagbokforlaget. ISBN 978-82-11-01791-8. 80 s.
• Erfjord, Ingvald; Hundeland, Per Sigurd; Kaufmann, Odd Tore & Onsrud, Gina (2013). Matte overalt - Grunnbok 5A. Fagbokforlaget. ISBN 978-82-11-01671-3. 144 s.
• Erfjord, Ingvald; Hundeland, Per Sigurd; Kaufmann, Odd Tore & Onsrud, Gina (2013). Matte overalt - Grunnbok 5A. Fagbokforlaget. ISBN 9788211016720. 144 s.
• Grevholm, Barbro; Hundeland, Per Sigurd; Juter, Kristina; Kislenko, Kirsti & Persson, Per-Eskil (2013). Nordic research in didactics of mathematics: Past, present and future. Cappelen Damm Akademisk. ISBN 978-82-02-39348-9. 545 s.
• Hundeland, Per Sigurd (2011). Lærerens motiver og valg - En studie av matematikkklærere på videregående skole. Portal forlag. ISBN 978-82-92712-47-4. 254 s.

Se alle arbeider i Cristin

• 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 .
• Larson, Niclas; Fidje, Anders Støle; Hundeland, Per Sigurd; Hansen, Michael Rygaard; Ovedal-Hakestad, Siri & Erfjord, Ingvald [Vis alle 11 forfattere av denne artikkelen] (2022). Spøkelser etter avdøde størrelser hjemsøker KLæM 22. [Internett]. Apple Podcasts. Vis sammendrag

  I en annerledes episode av Spøkelser etter avdøde størrelser har Niclas Larson intervjuet foredragsholdere og deltakere i Konferanse for lærerutdannere i matematikk, KLæM 22. Dette har blitt satt sammen til en episode som rapporterer om noen av bidragene på konferansen og hva et par av deltakerne syntes om innholdet. Dessuten får vi igjen møte Andy the Candy, som var gjest i 10. episode sesong 1 – PhD student under cover.

• Rege, Mari; Størksen, Ingunn; Solli, Ingeborg Caroline Foldøy; Kalil, Ariel; McClelland, Megan & ten Braak, Dieuwer [Vis alle 12 forfattere av denne artikkelen] (2019). Promoting Child Development in a Universal Preschool System: A Field Experiment. CESifo Working Papers. ISSN 1617-9595. s. 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 .
• Rege, Mari; Størksen, Ingunn; Solli, Ingeborg Foldøy; Kalil, Ariel; McClelland, Megan & Lenes, Ragnhild [Vis alle 11 forfattere av denne artikkelen] (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 [Vis alle 11 forfattere av denne artikkelen] (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 [Vis alle 12 forfattere av denne artikkelen] (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 [Vis alle 12 forfattere av denne artikkelen] (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 [Vis alle 12 forfattere av denne artikkelen] (2018). Effects of Childcare Quality on Child Development in a Generous Welfare State .
• Erfjord, Ingvald & Hundeland, Per Sigurd (2018). Lærere lærer sammen. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192.
• 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; Erfjord, Ingvald & Hundeland, Per Sigurd (2017). Agderprosjektet - Lekbasert læring av matematikk i barnehagen.
• 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. s. 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. s. 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), s. 20–20.
• 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; Erfjord, Ingvald & Hundeland, Per Sigurd (2014). Takk for Sørlandets kompetansefonds populærvitenskapelige pris. I Jahr, Ernst Håkon; Nossum, Rolf Tomas & Storesletten, Leiv (Red.), Agder Vitenskapsakademi Årbok 2013. Portal forlag. ISSN 9788283140200. s. 140–142.
• Hundeland, Per Sigurd (2014). IKT-støttet læring av matematikk i barnehagen. Vis sammendrag

  Populærvitenskaplig presentasjon av min forskning på matematikk i barnahagen for Stortingets utdanningskommite i et seminar hvis formål var å presentere Universitetet i Agder.

• Hundeland, Per Sigurd; Carlsen, Martin & Erfjord, Ingvald (2014). Kan man lære matematikk i barnehagen? Fædrelandsvennen. ISSN 0805-3790. 140(183), s. 22–22.
• Erfjord, Ingvald & Hundeland, Per Sigurd (2013). Regning som grunnleggende ferdighet i alle fag;.
• Erfjord, Ingvald & Hundeland, Per Sigurd (2013). Regning som grunnleggende ferdighet.
• Carlsen, Martin; Erfjord, Ingvald; Hundeland, Per Sigurd & Monaghan, John (2013). Orchestration of mathematical activities in the kindergarten: Distributed agency and the role of teachers.
• 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.
• Carlsen, Martin & Hundeland, Per Sigurd (2012). ICT supported learning of mathematics in kindergarten.
• Hundeland, Per Sigurd; Erfjord, Ingvald; Carlsen, Martin & Olsen, Jan Arve (2012). Fireåringer lærer matematikk. [Avis]. I skolen. Tidsskrift for Skolenes landsforbund..
• Hundeland, Per Sigurd; Erfjord, Ingvald; Carlsen, Martin & Olsen, Jan Arve (2012). Matte med et museklikk. [Avis]. Fagbladet.
• Henriksen, Anita Bakk; Hundeland, Per Sigurd; Carlsen, Martin & Erfjord, Ingvald (2012). Småbarn er eksperter på iPad. Artikkel i "Foreldre og barn" - nettutgave. [Internett]. http://www.klikk.no/foreldre/baby/article722015.ece . Vis sammendrag

  Prosjektet "IKT støttet læring av matematikk i barnehagen" blir omtalt i denne artikkelen som handler om teknologi i barnehagen. Artikkelen refererer til intervju med Hundeland, Carlsen og Erfjord på forskning.no

• Hundeland, Per Sigurd & Kristensen, Eivind (2012). Mattesuksess i barnehagen. [Avis]. Fædrelandsvennen.
• Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2012). Implementation of ICT to facilitate children's learning of mathematics in the kindergarten. I Gunnarsdottir, Gudny Helga; Hreinsdottir, Freyja; Pálsdóttir, Guðbjörg; Hannula, Markku; Hannula-Sormunen, Minna; Jablonka, Eva; Jankvist, Uffe Thomas; Ryve, Andreas; Valero, Paola & Wæge, Kjersti (Red.), Proceedings of NORMA 11 The Sixth Nordic Conference on Mathematics Education. University of Iceland Press. ISSN 978-9979-54-965-9.
• Hundeland, Per Sigurd & Olsen, Jan Arve (2011). Lærer matte med et klikk. [Internett]. http://www.forskning.no/artikler/2011/desember/307795..
• Hundeland, Per Sigurd & Olsen, Jan Arve (2011). Fireåringer lærer matematikk med et museklikk. [Avis]. TEFT. forskingsmagasin fra Universitetet i Agder. .
• Carlsen, Martin; Hundeland, Per Sigurd & Erfjord, Ingvald (2011). ICT supported learning of mathematics in kindergarten (Poster communication). I Pytlak, Marta; Rowland, Tim & Swoboda, Ewa (Red.), CERME 7: Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISSN 978-83-7338-683-9. s. 2968–2969. Vis sammendrag

  Our project, ICT supported learning of mathematics in kindergarten, aims to develop and disseminate experience from implementation and use of ICT for pre-school children‘s learning of mathematics in kindergarten environment. We will present aim, focus, research questions and preliminary analysis.

• Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2011). IKT-støttet læring av matematikk i barnehagen.
• Carlsen, Martin; Erfjord, Ingvald; Hundeland, Per Sigurd & Olsen, Jan Arve (2011). Fireåringer lærer matematikk med et museklikk. [Internett]. http://www.uia.no/no/portaler/aktuelt/nyhetsarkivet/fireaari.
• Hundeland, Per Sigurd & Kiserud, Sigbjørn (2011). Treåringer gjør mattesuksess på data. [Avis]. Vårt land.
• Erfjord, Ingvald; Carlsen, Martin; Hundeland, Per Sigurd & Biringvad, Anders (2011). Treåringer mestrer andreklassepensum. [Avis]. Oddernes avis. Vis sammendrag

  Ny forskning ved UiA, viser at barn fra treårsalderen kan løse matematikkoppgaver som brukes i 2. klasse.

• Hundeland, Per Sigurd; Carlsen, Martin & Erfjord, Ingvald (2011). CHANGING MATHEMATICAL PRACTICE OF KINDERGARTEN TEACHERS. CO-LEARNING IN A DEVELOPMENTAL RESEARCH PROJECT.
• Hundeland, Per Sigurd; Erfjord, Ingvald & Carlsen, Martin (2011). ICT SUPPORTED LEARNING OF MATHEMATICS IN KINDERGARTEN.
• Carlsen, Martin; Erfjord, Ingvald & Hundeland, Per Sigurd (2011). IMPLEMENTATION OF ICT TO FACILITATE CHILDREN’S LEARNING OF MATHEMATICS IN KINDERGARTEN.
• Hundeland, Per Sigurd (2011). TEACHERS ARGUING FOR THEIR TEACHING APPROACHES.
• Carlsen, Martin & Hundeland, Per Sigurd (2010). Tall og telling i barnehagen.
• Hundeland, Per Sigurd (2010). Tall og telling i barnehagen.
• Berg, Claire V. & Hundeland, Per Sigurd (2010). Algebra.
• Carlsen, Martin; Hundeland, Per Sigurd & Erfjord, Ingvald (2009). Orchestration of mathematical activities in the kindergarten: The role of questions.
• Erfjord, Ingvald; Carlsen, Martin & Hundeland, Per Sigurd (2009). A kindergarten teacher's intentions when orchestrating a measuring session in kindergarten.
• Hundeland, Per Sigurd & Carlsen, Martin (2009). Inquiry og matematikk på småskoletrinnet.
• Carlsen, Martin & Hundeland, Per Sigurd (2008). Matematikk i barnehagen.
• Carlsen, Martin & Hundeland, Per Sigurd (2008). Kvisla barnehage, Matematikk i barnehagen: Tallbegrepet.
• Lode, Beate; Lode, Beate; Hundeland, Per Sigurd & Erfjord, Ingvald (2008). Analyse av samtaleklipp. Vis sammendrag

  Samtaleklipp fra Praksisnær undervisning. De handler om Juletentamen 2007 Elevarbeid med dakprogrammet Solid Edge Containerframstilling på data Arbeid med rosa containere

• Breiteig, Trygve; Hundeland, Per Sigurd; Lorentzen, Svein; Måsøval, Heidi Strømskag & Sandvold, Karl Erik (2007). Veien videre Paneldiskusjon.
• Daland, Espen; Eriksen, Stig; Hundeland, Per Sigurd & Erfjord, Ingvald (2006). Plenumsdiskusjon KUL LCM/IKTML prosjektene. Vis sammendrag

  Som en del av LCM-prosjektet har lærerne blitt oppfordret til å gjennomføre systematiske undersøkelser for å utvikle egen praksis. Doktorgradsstudentene diskuterer enkelte sider med slike systematiske undersøkelser motivert av designforskning, Japansk "lesson study" og aksjonsforskning.

• Erfjord, Ingvald & Hundeland, Per Sigurd (2005). Teachers reflections on the use of ICT tools in mathematics: Insights from a pilot study.
• Hundeland, Per Sigurd; Erfjord, Ingvald; Grevholm, Barbro & Breiteig, Trygve (2005). Teachers and researchers inquiring into mathematics teaching and learning: the case of linear functions.
• Hundeland, Per Sigurd (2010). Matematikklærerens kompetanse : en studie om hva lærerne på videregående trinn vektlegger i sin matematikkundervisning. Universitetet i Agder. ISSN 9788271176709. Fulltekst i vitenarkiv

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