# Reidar MosvoldUniversity of Stavanger (UiS) · Department of Education and Sports Science

Reidar Mosvold

Dr.philos

## About

57

Publications

43,107

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578

Citations

Introduction

My research focuses mainly on mathematics teaching and the development of mathematics teachers. I am particularly interested in analyzing the mathematical work of teaching, the mathematical tasks that are embedded in this work, and the specialized content knowledge that is required to carry out the work of teaching mathematics..

Additional affiliations

June 2016 - November 2016

January 2006 - present

## Publications

Publications (57)

Over the years, several frameworks and lesson observation protocols have been developed to ensure objectivity and consistency when determining the quality of a mathematics lesson. Frequently, the frameworks do not agree on the benchmarks for assessing and describing the quality of a lesson. This puts mathematics education researchers in a dilemma w...

Editorial in Nordic Studies in Mathematics Education

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...

What mathematical knowledge is required for teaching has been researched by many, with Ball et al. (J Teach Educ 59(5):389–407, 2008) and their practice-based theory of mathematical knowledge for teaching (MKT) primary among them. However, what is required in terms of mathematical knowledge for teacher educator training has been researched much les...

Numerous studies have investigated children’s mathematical thinking and learning. In comparison, fewer studies have investigated mathematics teaching in kindergarten and preschool. The present study contributes to the field by illustrating the complexity of the work of teaching mathematics in kindergarten. From an empirically grounded analysis of a...

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...

This study adds to research on volume and spatial reasoning by investigating teacher-learner interactions in the context of Lesson Study. Our analysis illustrates how the mathematical object of volume is realized, and what metarules of discourse that can be observed over two iterations of a research lesson. The study unpacks the mathematical work o...

A prima facie purpose of mathematics teaching is that students learn mathematics, but the work of teaching mathematics is also relational work that serves a more far-reaching function. The five chapters in this section investigate different aspects of the relational work of teaching mathematics. This commentary will address three issues. Firstly, i...

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...

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....

In recent decades, researchers have shown an increasing interest concerning the mathematical knowledge that is specific to the work of teaching mathematics. In this article, Nordic contributions to this field are discussed in light of international research trends. The discussions draw upon results from a literature review of 190 empirical articles...

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...

Research on identity development in mathematics teacher education has only given limited attention to narrative processes like indexicality, local occasioning, positioning and categorisation. In this article, we investigate how two pre-service mathematics teachers position themselves, and how they are positioned by a mentor teacher in mentoring con...

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-...

Although the field lacks a theoretically grounded, well-defined, and shared conception of mathematical knowledge required for teaching, there appears to be broad agreement that a specialized body of knowledge is vital to improvement. Further, such a construct serves as the foundation for different kinds of studies with different agendas. This artic...

It is generally agreed upon that teachers are crucial for pupils' learning of mathematics. Whereas most research on mathematics teachers seem to focus on teacher abilities – like beliefs and knowledge – this theoretical paper argues that the work of teaching is imperative. In order for investigations of the work of teaching mathematics and its comp...

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...

This study investigates a Norwegian kindergarten teacher’s work of teaching mathematics in an everyday activity involving play with Lego™ bricks. Analysis of the kindergarten teacher’s discourse identifies questioning and affirmation as two core components. We suggest that these are core discursive practices in the work of teaching mathematics in k...

Teaching mathematics in school has been researched by many, with Ball, Thames, and Phelps (2008) and their practice-based theory of mathematical knowledge for teaching (MKT) primary among them. However, the work of teaching mathematics in teacher education has been much less researched. An emerging theory of mathematical knowledge for teaching teac...

Whereas most studies of lesson study in teacher education seem to report on success stories, this article investigates a challenging case. From an implementation of lesson study in Norwegian teacher education, we analyse data from a mathematics group that struggled with implementation. Analysis of data from group interviews, mentoring sessions and...

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...

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...

I løpet av fire års utdanning skal grunnskolelærerstudenter utvikle seg til å bli lærere. Dette handler ikke bare om å tilegne seg kunnskap; det handler om å utvikle yrkesidentitet. Lærerstudenters identitetsutvikling blir påvirket på ulike måter, og i denne artikkelen bruker vi kulturhistorisk aktivitetsteori for å analysere en gruppe lærerstudent...

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...

Denne artikkelen handler om hvordan lærerstudenter omtaler elever, og utsagn hvor elevene og deres prestasjoner beskrives som statiske objekter, er her viet særlig oppmerksomhet. Denne prosessen omtales som tingliggjøring. Deltakerne i studien var 29 lærerstudenter, som var delt inn i åtte praksisgrupper i fire ulike fag. Hver gruppe deltok i grupp...

Denne artikkelen fokuserer på ei gruppe lærerstudenters refleksjoner etter en praksisopplæringsperiode. To sekvenser fra dialogen i et gruppeintervju blir analysert ved hjelp av et teoretisk rammeverk for utvikling av læringsfellesskap, og vi belyser noen utfordringer som kan oppstå mellom studentene som kan hindre utviklingen av læringsfellesskap....

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...

Research on the knowledge for teaching mathematics in school has received much attention in the last decades. In comparison, research on kindergarten teachers' mathematical competence has been scarce. In this paper, we discuss the extent to which the theories of mathematical knowledge for teaching (MKT) can inform studies of Norwegian kindergarten...

Lack of appropriate and adequate mathematical knowledge in elementary teachers is a major concern in mathematics education. At their first meeting in Kalamazoo the working group on Developing Elementary Teachers’ Mathematical Knowledge for Teaching identified five significant issues to explore from multiple, diverse perspectives: (1) selecting/crea...

Previous research has shown that children seem to have better ability to take another perspective
than what the classical studies of Piaget indicated. This can be connected with spatial understanding, and the
development of spatial thinking has proven important for children’s mathematical ability. There is, however, little
research about how chi...

Previous research indicates the importance of teachers’ knowledge of mathematical definitions—as well as their beliefs. Much remains unknown, however, about the specific knowledge required doing the mathematical task of teaching involving definitions and the related teacher beliefs. In this article, we analyze focus-group interviews that were condu...

Previous research has shown that children seem to have better ability to decenter than what the classical studies of Piaget indicated. Decentering can be connected with spatial understanding, and the development of spatial thinking has proven important for children’s mathematical ability. There is, however, little research about how children’s deve...

In this theoretical article, we aim at theorizing the old statement that mathematics teachers might profit from studying the history of mathematics. We do this by drawing upon the theoretical framework of mathematical knowledge for teaching (MKT). A selection of international studies on the history and pedagogy of mathematics is used as starting po...

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...

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...

Learning study has been used by many to develop exemplary teaching in school, and this approach has recently been adopted for use in kindergarten as well. When using such approaches in different settings than they were intended for, several challenges potentially arise. This article discusses the implementation of a learning study approach in a Nor...

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...

The TIMSS 1999 Video Study revealed that Japan had the lowest (of the seven participating countries) amount of real-life connections in the eight grade mathematics classrooms, whereas the Netherlands had the highest amount of connections with real life. This article examines more closely how these ideas were actually implemented by teachers in thes...

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...

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...

## Projects

Projects (2)

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

The purpose of this project is to contribute to investigation of the mathematical demands of the professional work of teaching, to specify the specialized content knowledge (SCK) for teaching mathematics, and to investigate ways of reaching professional consensus concerning the conceptualization of the mathematical work of teaching and SCK.