Martin Carlsen- PhD
- Professor at University of Agder
Martin Carlsen
- PhD
- Professor at University of Agder
About
26
Publications
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Introduction
Skills and Expertise
Current institution
Publications
Publications (26)
The aim of this study is to investigate whether it is possible to illuminate the development of conceptual understanding of the dot product through analyses of smallgroup dialogues. In the study we will focus on language, i.e. on the nature of the argumentation that develops. The article presents a rationale for conceptual learning and collaborativ...
The aim of this study is to analyse kindergarten teachers’ teaching of mathematical activities for 5-year-olds to characterise the competence on which their teaching is based. The Knowledge Quartet, proposed by Rowland et al. (J Math Teach Educ 8(3):255–281, 2005), is argued to be suitable for analysing the mathematical competence of kindergarten t...
The aim of this study is to investigate Norwegian primary school students’ multimodal mathematical reasoning when solving combinatorial problems. The data collection took place in four small groups of altogether thirteen 8–9 years old third-graders. Our study shows a variety of approaches used to solve the given combinatorial problems, such as coun...
Thematic Working Group 13 focuses on the mathematics learning of 2–8-year-olds. We acknowledge that this learning may take place in kindergarten, preschool, primary school, and other less formal settings. We pay attention to how mathematics is approached implicitly and explicitly by children and teachers, and other responsible adults. A wide range...
Situation-specific skills, as situational perception, are a central part of educators’ competence. This is especially true for kindergarten teachers (KTs) as most of their teaching is based on natural learning situations. The aim of this study is to contribute to the discussion on KTs’ situational perception by identifying aspects of early childhoo...
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...
This study tests an intervention that introduces a structured curriculum for five-year olds into the universal preschool context of Norway. 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. Compared to business as usual,...
The paper focuses on four upper secondary students’ collaborative small-group mathematical reasoning (MR) with respect to a sinusoidal function. The students were collaboratively engaged in a process of MR regarding the relationships between mathematical theoretical descriptions of parameters in the algebraic expression of the sinusoidal function a...
This study addresses issues related to the process of designing mathematical activities for kindergarten based on the constructs of playful learning and inquiry. The mathematical activities were designed for 5-year-old children in a Norwegian kindergarten setting. In order to address this design process, we focus at issues of mediating design princ...
This book is the product of the Research and Development Project called the Agder Project, www.uis.no/agderprosjektet . The goal of this project was to develop and scientifically test a new Norwegian Preschool intervention in a large RCT Field study. The Preschool intervention (this book) targets important predictors of School adjustment, such as s...
This book gives insight in the vivid research area of early mathematics learning. The collection of selected papers mirror the research topics presented at the third POEM conference. Thematically, the volume reflects the importance of this relatively new field of research. Structurally, the book tries to guide the reader through a variety of resear...
This paper focuses on kindergarten teachers’ interactions with young children during mathematical learning activities involving the use of digital tools. We aim to characterise the teachers’ roles and actions in these activities and extend considerations of teachers’ orchestrations current in the research literature with regard to agency and mediat...
The purpose of this chapter is to study children’s engagement with mathematics in kindergarten mediated by digital tools within the context of interactive whiteboard (IWB). Our study reports from a research project aiming at analysing in what ways digital tools may nurture children’s appropriation processes relative to mathematics. In adopting a so...
This article discusses assessment for learning in mathematics subjects. Teachers of large classes face the challenge of regularly assessing students' ongoing mathematical learning achievements. Taking the complexity of assessment and feedback for learning as a background, we have developed a new approach to the assessment for learning mathematics a...
The aim of this study is to analyse how a kindergarten teacher orchestrated a mathematical activity involving a fairy tale. Taking a sociocultural perspective on learning and development, naturally occurring talk-in-interaction has been analysed in order to scrutinise the subtleties of the orchestration. The fairy tale Goldilocks and the Three Bear...
Denne artikkelen har som mål å studere hvordan barnehagebarn gjør seg matematiske erfaringer gjennom å bruke digitale verktøy. Ved å ta et sosiokulturelt perspektiv på læring og utvikling studeres den sosiale interaksjonen mellom barn og voksne når disse diskuterer og samhandler med ulike digitale verktøy. Analysene av transkriberte dialoger i to g...
This study aims at scrutinising the mathematical learning opportunities of children engaging with digital tools and the emerging affordances and constraints faced in such settings. By adopting a sociocultural perspective on learning and development, the multimodal analysis of the adult-child interaction shows that the children are participants in p...
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. Me...
This study explores kindergarten teachers’ accounts of their developing mathematical practice in the context of their participation in a developmental research project. Observations and interviews were analysed to elaborate the accounts as regards orchestrating mathematical activities in the kindergarten. A co-learning agreement was established as...
The aim of my study is to address the role played by inquiry in orchestrating a mathematical activity in the kindergarten. The study takes the inquiry cycle as a methodological departure, i.e. the whole process of designing, acting, observing, reflecting, and feeding back. The subtleties of how the kindergarten teachers and a didactician reason in...
The aim of this article is to illustrate how students, through collaborative small-group problem solving, appropriate the
concept of geometric series. Student appropriation of cultural tools is dependent on five sociocultural aspects: involvement
in joint activity, shared focus of attention, shared meanings for utterances, transforming actions and...
The purpose of this article is to analyse how students use inscriptions as tools for thinking and learning in mathematical problem-solving activities. The empirical context is that of learning about geometric series in a small group setting. What has been analysed is how students made use of inscriptions, self-made as well as those provided by text...
The aim of this study is to address the subtleties in the process of how kindergarten teachers orchestrate mathematical activities with a group of children. Drawing on a sociocultural perspective on learning and development, talk-in-interaction, emerging from naturally occurring data, has been analysed to get insight into how a kindergarten teacher...
In collaborative learning, students at various performance levels work together towards a common goal through both formal and non-formal learning. There is a risk of underperformance for learners unless they can monitor their progress. One solution to cope with underperformance is to allow students to take part in their regular evaluation and feedb...
