Janne Fauskanger

Janne Fauskanger
University of Stavanger (UiS) · Department of Education and Sports Science

About

39
Publications
17,742
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
319
Citations
Citations since 2016
16 Research Items
264 Citations
201620172018201920202021202201020304050
201620172018201920202021202201020304050
201620172018201920202021202201020304050
201620172018201920202021202201020304050

Publications

Publications (39)
Article
Full-text available
The article focuses on Teacher Time Outs (TTOs) in rehearsals and co-enactments as part of a practice-based approach to professional development, aiming to support teachers’ learning of ambitious mathematics teaching. Ambitious teaching requires teachers to be responsive to students’ ideas in-the-moment of instruction. This is complex and places en...
Article
Full-text available
Purpose The aim of the study is to better understand how lesson study (LS) contributes to challenging teachers' views of mathematics teaching and learning. Design/methodology/approach This study is part of a wider ongoing project aiming at improving primary mathematics teaching in Malawi through professional development (PD) of teachers using a LS...
Article
Full-text available
The article focuses on rehearsals as part of a practice-based approach to professional development. Fourteen Norwegian elementary in-service teachers (ISTs) collaborate in learning cycles of enactment and investigation, where the overarching aim is to learn to enact the practices that constitute ambitious mathematics teaching. Rehearsals are an imp...
Article
Full-text available
Matematikkundervisning stiller krav til matematikkfaglig og matematikkdidaktisk kunnskap. Mens mange forskere har studert kunnskapen lærere har, eller den kunn­skapen de bruker i undervisningen, retter denne studien fokuset mot hvilke matematiske undervisningsutfordringer som er i fokus når lærere reflekterer over egen matematikk­undervisning, og h...
Article
Full-text available
Praksislærere opplever at de alene har ansvaret for lærerstudenters praksisopplæring, og at praksisskolerektorer mer tar et administrativt enn et faglig ansvar for praksisopplæringen. Med dette som utgangspunkt diskuteres her skolebaserte praksisplaner som redskap i utvikling av felles forståelse av å være praksisskole. Utvikling av de skolebaserte...
Article
Purpose The purpose of this paper is to better understand the challenges involved in introducing Lesson Study (LS) into teacher education in Malawi by studying mathematics teacher educators’ (TEs’) understanding of planning for LS. Design/methodology/approach This study is a part of a wider ongoing project designed to improve the quality and cap...
Article
Full-text available
Sammendrag Denne artikkelen undersøker endringer i tilnærmingen til matematikkfaget i de nasjonale retningslinjene for grunnskolelærerutdanningene fra 2010 til 2017. Mens retningslinjene fra 2010 hadde fokus på at grunnskolelærerstudentene skulle utvikle undervisningskunnskap i matematikk, ser det i retningslinjene for de nye femårige grunnskolelær...
Article
Full-text available
Purpose The purpose of this paper is to conduct a structured review of literature on lesson study (LS) in initial teacher education (ITE). The focus was on how learning and observation were discussed in studies of LS in ITE. Design/methodology/approach Each national team (in Norway and Britain) undertook independent searches of published peer-revi...
Conference Paper
Full-text available
The study, whose methodological approach is the focus of attention in this paper, is a qualitative, single longitudinal case study. The object of study is Lesson Study (LS), and the unit of analysis is two LS cycles. What teachers learn about teaching practice and student learning in mathematics from participating in the two cycles is investigated....
Article
Full-text available
Forskriften for grunnskolelærerutdanning løfter fram fagdidaktikk som et sentralt og gjennomgående tema i utdanningen, mens mange lærerstudenter opplever at det er lite fagdidaktisk fokus i enkelte fag. En mulig forklaring på dette kan være at lærerutdannere ikke har et felles didaktisk språk og at forholdet mellom fag og fagdidaktikk ikke er avkla...
Article
Full-text available
Studier av matematikklæreres oppfatninger om god matematikkundervisning, og om kunnskap viktig for å kunne legge til rette for og gjennomføre matematikkundervisning av høy kvalitet, fremheves som et viktig for kunnskapsbygging i matematikkdidaktisk forskning. Denne studien har disse oppfatningene i fokus, når gruppediskusjoner mellom matematikklære...
Article
Full-text available
I denne artikkelen analyserer vi matematikklæreres oppfatninger om evnen til å undervise. Innholdsanalyse av 40 erfarne læreres svar på en spørre­undersøkelse, viser at flere ser på aspekter ved evnen til å undervise som medfødt, eller medfødt for noen. Lærere som ser på evnen til å undervise som medfødt, vil kunne nedvurdere betydningen av etter-...
Article
Full-text available
Researchers have widely adopted measures of teachers' mathematical knowledge for teaching (MKT). This paper investigates why teachers select " I'm not sure " as a suggested solution in MKT items. In this study, in-service teachers responded to multiple-choice MKT items, they submitted written responses to open-ended questions, and they discussed th...
Article
Mathematical knowledge for teaching (MKT) measures have been widely adopted by researchers. Critics have debated the value of such measures and questioned the type of knowledge that these access. This article reports on a study where the challenges in measuring teachers’ knowledge were illuminated through investigating relationships between the typ...
Article
Full-text available
Læreres kunnskap har betydning for elevenes læring, og som et ledd i prosessen for styrking av kvaliteten i norsk skole har politikere i senere tid ytret ønske om å kartlegge læreres kunnskap. Kartlegging av læreres kunnskap er imidlertid ikke enkelt, og i denne artikkelen undersøker vi hvordan de samme lærernes undervisningskunnskap i matematikk k...
Article
Full-text available
Innholdsanalyse brukes i hovedsak som begrep i tilknytning til den systematiske prosessen forskere går gjennom når de skal analysere innholdet i et skriftlig data- materiale. Muligheter og begrensninger ved tre ulike tilnærminger til kvalitativ innholdsanalyse diskuteres i artikkelen, med datamateriale fra en studie av læreres undervisningskunnskap...
Article
In this article, we analyse three ‘classical’ cases of using history of mathematics in teacher training and reinterpret them using the framework of mathematical knowledge for teaching (MKT). We continue with a discussion of the potential benefits of applying MKT as a framework for discussion in research related to the use of history in mathematics...
Article
Full-text available
In this article, we present and discuss an example of how teachers’ discussions of mathematical knowledge for teaching (MKT) items elicited their beliefs about the knowledge needed to teach mathematics. One category of MKT is “horizon content knowledge,” and this can be described as mathematical knowledge not directly deployed in instruction—or kno...
Article
Full-text available
Researchers at the University of Michigan have developed sets of items that can be used to analyze teachers’ mathematical knowledge for teaching (MKT). In this paper, we consider what is required in the adaptation of a set of these items for use in a Norwegian context. We discuss how analysis of item difficulty and point–biserial correlation can be...
Article
Full-text available
This paper examines issues of translating and adapting an instrument that aims at measuring mathematical knowledge for teaching in Indonesia and Norway. The instrument was created for use in the U.S., and we discuss problematic and challenging issues of translation and adaptation. Two items from the released items pool were translated using a commo...
Article
Full-text available
Undervisningskunnskap i matematikk: Tilpasning av en amerikansk undersøkelse til norsk, og laerernes opplevelse av undersøkelsen 1 I utdanningsforskning er bruk av kvantitative undersøkelser utstrakt, og mange av disse blir brukt på tvers av kulturelle kontekster uten at dette problematiseres. Ved University of Michigan i USA er det utviklet instru...
Article
Full-text available
University of Stavanger [1] In the Learning Mathematics for Teaching (LMT) project, measures were developed in order to gauge growth in teachers' mathematical knowledge for teaching (MKT) and to learn if and how such knowledge contributes to students' achievement. This paper documents the results from using adapted U.S. developed measures in a pilo...
Article
Full-text available
University of Stavanger [1] Over the last decades, a lot of research regarding the professional knowledge of mathematics teachers in school has been conducted. Far less research has been done concerning the professional knowledge of kindergarten teachers, and there is little evidence regarding what kind of mathematical knowledge for teaching that i...
Article
Författarens hovedfagsarbete* 1 "Lek i seksåringenes matematikk-undervisning" (Fauskanger 1998a) ligger till grund för denna artikel. Även om det är sexåringar som studerats, berör ämnet hela "förskolestadiet" och de tidiga skolåren. Arbetet behandlar centrala kvaliteter vid lek som "utfoldelse"* 2 , vilka kan fungera som brobyggare mellan lek och...

Network

Cited By

Projects

Project (1)
Project
I want to study what teachers can learn about teaching practice and student learning in mathematics during Lesson Study, through a commognitvie perspective.