Ali Reza Yavar Ashayeri

Norwegian version of this page Department of Natural Sciences, Practical-Aesthetic, Social and Religious Studies

Norwegian version of this page Position

Assistant Professor

Contact

+4769608307

ali.ashayeri@hiof.no

Study place

Halden

Office nr.

F1-071

Academic interests

Mathematics
Mathematics education and teaching methodes in mathematics, for example Storyline

Courses taught

Mathematics in Primary and Lower Secondary Teacher Education for Years 1-7 and for Years 5-10
Continuing courses in mathematics for teachers

Background

Work Experience:

Assistant professor in mathematics, Østfold University College, since 2007
Assistant professor in mathematics, Finnmark University College (2005-2007)

Education:

Cand.scient in mathematics, with specialization in hydrodynamics, University of Bergen (2005)

Research groups

Ludvigsen, Ar; Maugesten, Marianne & Spernes, Kari Iren (2022). Utfordringer i matematikkfaget for minoritetsspråklige elever med kort botid i Norge. In Maugesten, Marianne & Spernes, Kari Iren (Ed.), Overganger i skolen. Fra barnetrinnet til ungdomstrinnet.. Universitetsforlaget. ISSN 9788215060934. p. 125–138. Full text in Research Archive
Karlsen, Kristine Høeg; Berggren, Stein Arnold; Ludvigsen, Ar & Næsje, Ragnhild Louise (2020). The Fairy-Tale Forest: Developing Pedagogical Content Knowledge for teaching Primary School Mathematics in The Scottish Storyline Approach. In Karlsen, Kristine Høeg & Häggström, Margaretha (Ed.), Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Waxmann Verlag. ISSN 9783830939863. p. 183–207. doi: 10.31244/9783830989868. Full text in Research Archive Show summary
This study focuses on the development of mathematical pedagogical content knowl-edge when implementing Storyline as a narrative approach to organising cross-curricu-lar learning for student teachers to become teachers in mathematics for grades 1–7. InStoryline, teachers according to Omand (2014) carefully plan “a ‘line’ of episodes, each of which has carefully designed key questions that encourage and support the learner to contextualise and create the ‘story’, promoting exciting learning” (p. 3). The study uses six semi-structured focus group interviews with a total of 24 first year student teachers. A qualitative analysis, based on the framework of Creswell and Creswell (2018), structures the process of coding. The results contribute to pedagogical content knowledge (cf. Ball, Thames & Phelps, 2008) for teaching primary school mathematics in the following three domains: i) Playing out the Fairy-tale story; ii) Preparing, exploring and performing the tasks; and iii) Learning through a Meta-Storyline. The results show that the students encountered a completely new way of learning mathematics when using Storyline. In summary, although the student teachers report awkwardness when joining the fictional in-role activities, they see the potential for facilitating playful and explorative learning experiences for pupils in primary school.
Arntzen, Ragnar & Ludvigsen, Ar (2014). Å lære å lese på et andrespråk. Hvilken betydning har muntlige andrespråksferdigheter for tidlig leseutvikling. NOA - Norsk som andrespråk. ISSN 0801-3284. 30(1), p. 41–73. Full text in Research Archive

View all works in NVA

Ludvigsen, Ar (2025). Från förundran och utforskande till generalisering. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. p. 52–52. Full text in Research Archive
Ludvigsen, Ar; Tveitan, Christina Berg & Axelsson, Marcus (2024). Algoritmiske tenkning og koding i barnehagen. Full text in Research Archive
Ludvigsen, Ar; Berggren, Stein Arnold; Næsje, Ragnhild Louise & Karlsen, Kristine Høeg (2020). Narratives as a gateway to interdisciplinarity in Teacher Education. Full text in Research Archive
Hatami, Russell & Ludvigsen, Ar (2020). Som Pascals triangel – men på direkten. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. p. 58–62. Full text in Research Archive
Berggren, Stein Arnold; Næsje, Ragnhild Louise; Ludvigsen, Ar & Karlsen, Kristine Høeg (2019). Fantasy meets math. Full text in Research Archive
Karlsen, Kristine Høeg; Pilskog, Hanne Eik; Næsje, Ragnhild Louise; Lockhart-Pedersen, Virginia Jean; Motzfeldt, Gitte Cecilie & Bjørnstad, Gunhild Brænne [Show all 10 contributors for this article] (2019). Storyline - som et eksempel på tverrfaglig og studentaktiv læringsform. Full text in Research Archive
Ludvigsen, Ar; Motzfeldt, Gitte Cecilie; Pilskog, Hanne Eik; Karlsen, Kristine Høeg & Rasmussen, Adrian Kristinsønn (2019). Storyline - en tverrfaglig og utforskende undervisning om bærekraftig utvikling. Full text in Research Archive
Motzfeldt, Gitte Cecilie; Karlsen, Kristine Høeg; Rasmussen, Adrian Kristinsønn; Pilskog, Hanne Eik & Ludvigsen, Ar (2019). Storyline - tverrfaglig og utforskende undervisning om bærekraftig utvikling. Full text in Research Archive
Karlsen, Kristine Høeg; Berggren, Stein Arnold; Ludvigsen, Ali Reza; Næsje, Ragnhild Louise & Høeg, Ellen (2018). Teaching early learning in mathematics—qualitative study on student teachers’ experiences with the Storyline approach. Full text in Research Archive
Berggren, Stein Arnold & Ludvigsen, Ar (2017). Undersøkelse om begynneropplæring. Full text in Research Archive
Arntzen, Ragnar & Ludvigsen, Ali Reza Yavar (2012). Flerspråklige barn på vei inn i lesekunsten på et andrespråk. Full text in Research Archive
Arntzen, Ragnar; Hjelde, Arnstein & Ludvigsen, Ali Reza Yavar (2011). Flerspråklige barn på vei inn i skriften. Full text in Research Archive

View all works in NVA

Published June 12, 2018 4:19 PM - Last modified Nov. 28, 2025 2:02 PM