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 | 57 | 2014 |

The Interplay between the Beliefs and the Knowledge of Mathematics Teachers. OG Drageset Mathematics Teacher Education and Development 12 (1), 30-49, 2010 | 47 | 2010 |

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 | 28 | 2015 |

Different types of student comments in the mathematics classroom OG Drageset The Journal of Mathematical Behavior 38, 29-40, 2015 | 27 | 2015 |

Exploring mathematical knowledge for teaching OG Drageset Proceedings of the 33rd Conference of the International Group for the …, 2009 | 10 | 2009 |

Korleis lærarar leier ein matematisk samtale. I R. Herheim, & M. Johnsen-Høines (Red.) OG Drageset Matematikksamtaler-undervisning og læring-analytiske perspektiv, 169-180, 2016 | 7 | 2016 |

How Students Explain and Teachers Respond. OG Drageset Mathematics Education Research Group of Australasia, 2014 | 5 | 2014 |

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 | 4 | 2021 |

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 | 4 | 2017 |

Teachers' response to unexplained answers OG Drageset CERME 9-Ninth Congress of the European Society for Research in Mathematics …, 2015 | 4 | 2015 |

Introduction to the papers of TWG19: Mathematics teachers and classroom practices C Sakonidis, O Drageset, R Mosvold, J Skott, RD Taylan CERME 10, 2017 | 3 | 2017 |

Mathematics Teachers' Knowledge, Beliefs and Communication OG Drageset Faculty of Educational Sciences, University of Oslo, 2013 | 3 | 2013 |

Introduction to the contributions of TWG19: Mathematics teachers and classroom practices C Sakonidis, O Drageset, R Mosvold, J Skott, D Taylan 10th congress of European Research in Mathematics Education, CERME, Dublin …, 2017 | 1 | 2017 |

Using redirecting, progressing and focusing actions to characterize teachers’ practice OG Drageset CERME8, 2013 | 1 | 2013 |

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 |

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 | | 2019 |

Using drama to change classroom discourse O Drageset, T Allern CERME 10, 2017 | | 2017 |

Knowledge used when orchestrating mathematical discourses–doing, guiding and requesting OG Drageset Nordic Studies in Mathematics Education 19 (3-4), 151-168, 2014 | | 2014 |