| 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, 281-304, 2014 | 111 | 2014 |
| Student and teacher interventions: a framework for analysing mathematical discourse in the classroom OG Drageset Journal of Mathematics Teacher Education 18, 253-272, 2015 | 66 | 2015 |
| The Interplay between the Beliefs and the Knowledge of Mathematics Teachers. OG Drageset Mathematics Teacher Education and Development 12 (1), 30-49, 2010 | 63 | 2010 |
| Different types of student comments in the mathematics classroom OG Drageset The Journal of Mathematical Behavior 38, 29-40, 2015 | 42 | 2015 |
| Korleis lærarar leier ein matematisk samtale. I R. Herheim, & M. Johnsen-Høines (Red.) OG Drageset Matematikksamtaler-undervisning og læring-analytiske perspektiv, 169-180, 2016 | 24 | 2016 |
| Discovering key interactions. How student interactions relate to progress in mathematical generalization A Varhol, OG Drageset, MN Hansen Mathematics Education Research Journal 33, 365-382, 2021 | 20 | 2021 |
| How teachers use interactions to craft different types of student participation during whole-class mathematical work OG Drageset Eleventh congress of the european society for research in mathematics education, 2019 | 10 | 2019 |
| Exploring mathematical knowledge for teaching OG Drageset Proceedings of the 33rd Conference of the International Group for the …, 2009 | 10 | 2009 |
| Exploring student explanations: What types can be observed, and how do teachers initiate and respond to them? OG Drageset Gõteborgs universitet, 2021 | 9 | 2021 |
| How Students Explain and Teachers Respond. OG Drageset Mathematics Education Research Group of Australasia, 2014 | 9 | 2014 |
| 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 | 7 | 2017 |
| Teachers' response to unexplained answers OG Drageset CERME 9-Ninth Congress of the European Society for Research in Mathematics …, 2015 | 5 | 2015 |
| Introduction to the papers of TWG19: Mathematics teachers and classroom practices C Sakonidis, OG Drageset, R Mosvold, J Skott, RD Taylan CERME 10, 2017 | 4 | 2017 |
| Knowledge used when orchestrating mathematical discourses–doing, guiding and requesting OG Drageset Nordic Studies in Mathematics Education 19 (3-4), 151-168, 2014 | 3 | 2014 |
| Mathematics Teachers' Knowledge, Beliefs and Communication OG Drageset Faculty of Educational Sciences, University of Oslo, 2013 | 3 | 2013 |
| Using roles and positions to foster explorative talk in mathematics M Røsseland, OG Drageset, S Sjåstad, E Cangemi, M Bertolini Twelfth Congress of the European Society for Research in Mathematics …, 2022 | 2 | 2022 |
| A drama approach to mathematics teaching OG Drageset, TH Allern, M Røsseland, M Bertolini, E Cangemi | 2 | 2020 |
| The forgotten technology. Teachers use of mini white-boards to engage students TF Eidissen, K Bjerkeli, OG Drageset Eleventh Congress of the European Society for Research in Mathematics Education, 2019 | 1 | 2019 |
| Introduction to the papers of TWG19: Mathematics Teaching and Teacher Practice (s) C Sakonidis, R Mosvold, OG Drageset, S Nic Mhuirí, RD Taylan Proceedings of the Eleventh Congress of the European Society for Research in …, 2019 | 1 | 2019 |
| Using drama to change classroom discourse OG Drageset, TH Allern CERME 10, 2017 | 1 | 2017 |
