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Ove Gunnar Drageset

Førsteamanuensis i matematikkdidaktikk
Institutt for lærerutdanning og pedagogikk




Forskningsinteresser

Matematikklærarar sine kunnskapar og haldningar

Kommunikasjon i klasserommet

Arbeider i CRIStin


  • Allern, Tor-Helge; Drageset, Ove G.. Flukten fra Syria. Et prosessdrama med rolle- og perspektivbytte i matematikk. Fagbokforlaget 2017 ISBN 978-82-450-2143-1.s 141 - 158.

  • Sakonidis, Charalampos; Drageset, Ove G.; Mosvold, Reidar; Skott, Jeppe; Taylan, Rukiye Didem. Introduction to the contributions of TWG19: mathematics teachers and classroom practices. European Society for Research in Mathematics Education 2017 ISBN 978-1-873769-73-7.s 3033 - 3040.

  • Drageset, Ove Gunnar; Allern, Tor Helge. Using drama to change classroom discourse. European Society for Research in Mathematics Education 2017 ISBN 978-1-873769-73-7.s 3049 - 3056.

  • Allern, Tor Helge; Drageset, Ove Gunnar. Out of Syria: A process drama in mathematics with change of roles and perspectives.. Applied Theatre Research 2017; Volum 5 (2). ISSN 2049-3010.s 113 - 127.s doi: 10.1386/atr.5.2.113_1.

  • Drageset, Ove Gunnar. Korleis lærarar leier ein matematisk samtale. Caspar Forlag 2016 ISBN 978-82-90898-73-6.

  • Drageset, Ove Gunnar. Different types of student comments in the mathematics classroom. Journal of Mathematical Behavior 2015; Volum 38. ISSN 0732-3123.s 29 - 40.s doi: 10.1016/j.jmathb.2015.01.003.

  • Drageset, Ove Gunnar. Teachers' response to unexplained answers. (fulltekst) European Society for Research in Mathematics Education 2015 ISBN 978-9963-671-25-0.s 3009 - 3014.

  • Drageset, Ove Gunnar. Redirecting, progressing, and focusing actions-a framework for describing how teachers use students' comments to work with mathematics. Educational Studies in Mathematics 2014; Volum 85 (2). ISSN 0013-1954.s 281 - 304.s doi: 10.1007/s10649-013-9515-1.

  • Drageset, Ove Gunnar. How students explain and teachers respond. 2014 ISBN 9781920846275.s 191 - 198.

  • Drageset, Ove Gunnar. Knowledge used when orchestrating mathematical discourses – doing, guiding and requesting. Nordisk matematikkdidaktikk 2014; Volum 19 (3-4). ISSN 1104-2176.s 151 - 168.

  • Drageset, Ove Gunnar. Student and teacher interventions: a framework for analysing mathematical discourse in the classroom. Journal of Mathematics Teacher Education 2014; Volum 18 (3). ISSN 1386-4416.s 253 - 272.s doi: 10.1007/s10857-014-9280-9.

  • Drageset, Ove Gunnar. USING REDIRECTING, PROGRESSING AND FOCUSING ACTIONS TO CHARACTERIZE TEACHERS’ PRACTICE. European Society for Research in Mathematics Education 2013 ISBN 978-975-429-315-9.s 3025 - 3034.

  • Drageset, Ove Gunnar. The interplay between the beliefs and the knowledge of mathematics teachers. Mathematics Teacher Education and Development 2010; Volum 12 (1). ISSN 1442-3901.s 30 - 49.

  • Drageset, Ove Gunnar. Exploring Mathematical Knowledge for Teaching. 2009 (33) ISBN 978-960-243-652-3. ISSN 0771-100X.s 473 - 480.

  • Drageset, Ove Gunnar. Korleis leie ein matematisk samtale. Tangenten: tidsskrift for matematikk i grunnskolen 2014; Volum 1 (1). ISSN 0802-8192.s 12 - 16.

  • Drageset, Ove Gunnar; Kristiansen, Gunnar. Hva bør en matematikklærer kunne?. Dagavisen Nordlys 2009.

  • Drageset, Ove Gunnar; Kristiansen, Gunnar. Skolen som læringsarena for etterutdanning i matematikk. Finnmark Dagblad 2009.

  • Drageset, Ove Gunnar. Tilpassa opplæring og 'kompetencer' i matematikkundervisninga. (omtale) Tangenten: tidsskrift for matematikk i grunnskolen 2008; Volum 2 (2). ISSN 0802-8192.s 6 - .

  • Kristiansen, Gunnar; Drageset, Ove Gunnar. Nasjonale prøver i matematikk og tilpassa opplæring. 2006 (1).

  • Publikasjoner utenfor Cristin

    Drageset, O. G. (2009). Exploring Mathematical Knowledge for Teaching. In M. Tzekaki, M. Kaldrimidou & C. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematical Education (Vol. 2, pp. 473-480).

    Drageset, O. G. (2010). The interplay between the beliefs and the knowledge of mathematics teachers. Mathematics teacher education and development journal, 12(1).

    Medlem i forskergruppe