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Ove Gunnar Drageset
Ove Gunnar Drageset
Professor in Mathematics Education
Verified email at uit.no - Homepage
Title
Cited by
Cited by
Year
Redirecting, progressing, and focusing actions—a framework for describing how teachers use students’ comments to work with mathematics
OG Drageset
Educational Studies in Mathematics 85 (2), 281-304, 2014
682014
The interplay between the beliefs and the knowledge of mathematics teachers.
OG Drageset
Mathematics Teacher Education and Development 12 (1), 30-49, 2010
522010
Student and teacher interventions: a framework for analysing mathematical discourse in the classroom
OG Drageset
Journal of Mathematics Teacher Education 18 (3), 253-272, 2015
372015
Different types of student comments in the mathematics classroom
OG Drageset
The Journal of Mathematical Behavior 38, 29-40, 2015
302015
Korleis lærarar leier ein matematisk samtale. I R. Herheim, & M. Johnsen-Høines (Red.)
OG Drageset
Matematikksamtaler-undervisning og læring-analytiske perspektiv, 169-180, 2016
132016
Exploring mathematical knowledge for teaching
OG Drageset
Proceedings of the 33rd Conference of the International Group for the …, 2009
102009
Discovering key interactions. How student interactions relate to progress in mathematical generalization
A Varhol, OG Drageset, MN Hansen
Mathematics Education Research Journal 33 (2), 365-382, 2021
72021
How Students Explain and Teachers Respond.
OG Drageset
Mathematics Education Research Group of Australasia, 2014
72014
Out of Syria: A process drama in mathematics with change of roles and perspectives
TH Allern, OG Drageset
Applied Theatre Research 5 (2), 113-127, 2017
52017
Teachers' response to unexplained answers
OG Drageset
CERME 9-Ninth Congress of the European Society for Research in Mathematics …, 2015
52015
How teachers use interactions to craft different types of student participation during whole-class mathematical work
O Drageset
Eleventh congress of the european society for research in mathematics education, 2019
42019
Introduction to the papers of TWG19: Mathematics teachers and classroom practices
C Sakonidis, O Drageset, R Mosvold, J Skott, RD Taylan
CERME 10, 2017
42017
Mathematics Teachers' Knowledge, Beliefs and Communication
OG Drageset
Faculty of Educational Sciences, University of Oslo, 2013
32013
Exploring student explanations: What types can be observed, and how do teachers initiate and respond to them
OG Drageset
NOMAD 26 (1), 2021
22021
Knowledge used when orchestrating mathematical discourses–doing, guiding and requesting
OG Drageset
Nordic Studies in Mathematics Education 19 (3-4), 151-168, 2014
12014
Using redirecting, progressing and focusing actions to characterize teachers’ practice
OG Drageset
CERME8, 3025-3034, 2013
12013
Introduction to the papers of TWG19: Mathematics Teaching and Teacher Practice (s)
C Sakondis, R Mosvold, O Drageset, S Mhuirí, R Taylan
Eleventh Congress of the European Society for Research in Mathematics Education, 2019
2019
The forgotten technology. Teachers use of mini white-boards to engage students
T Eidissen, K Bjerkeli, O Drageset
Eleventh Congress of the European Society for Research in Mathematics Education, 2019
2019
Using drama to change classroom discourse
O Drageset, T Allern
CERME 10, 2017
2017
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