Ove Gunnar Drageset
Ove Gunnar Drageset
Professor in Mathematics Education
Verifisert e-postadresse på uit.no - Startside
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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
602014
The Interplay between the Beliefs and the Knowledge of Mathematics Teachers.
OG Drageset
Mathematics Teacher Education and Development 12 (1), 30-49, 2010
502010
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
312015
Different types of student comments in the mathematics classroom
OG Drageset
The Journal of Mathematical Behavior 38, 29-40, 2015
292015
Korleis lærarar leier ein matematisk samtale. I R. Herheim, & M. Johnsen-Høines (Red.)
OG Drageset
Matematikksamtaler-undervisning og læring-analytiske perspektiv, 169-180, 2016
102016
Exploring mathematical knowledge for teaching
OG Drageset
Proceedings of the 33rd Conference of the International Group for the …, 2009
102009
How Students Explain and Teachers Respond.
OG Drageset
Mathematics Education Research Group of Australasia, 2014
52014
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
42021
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
42017
Teachers' response to unexplained answers
OG Drageset
CERME 9-Ninth Congress of the European Society for Research in Mathematics …, 2015
42015
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
32019
Introduction to the papers of TWG19: Mathematics teachers and classroom practices
C Sakonidis, O Drageset, R Mosvold, J Skott, RD Taylan
CERME 10, 2017
32017
Mathematics Teachers' Knowledge, Beliefs and Communication
OG Drageset
Faculty of Educational Sciences, University of Oslo, 2013
32013
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
12017
Using redirecting, progressing and focusing actions to characterize teachers’ practice
OG Drageset
CERME8, 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
Knowledge used when orchestrating mathematical discourses–doing, guiding and requesting
OG Drageset
Nordic Studies in Mathematics Education 19 (3-4), 151-168, 2014
2014
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Artikler 1–19