Marianne Maugesten

• Maugesten, Marianne & Nordbakke, Monica (2026). Hverandrevurderingens muligheter i profesjonsretting. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 110(2), p. 117–129. doi: 10.18261/npt.110.2.3. Full text in Research Archive Show summary

  I studien undersøkes gjennomføring av arbeidskrav om hverandrevurdering og hvordan det kan knyttes til framtidig lærerprofesjon. Førsteårs grunnskolelærerstudenter trinn 5-10 har reflektert skriftlig og muntlig rundt ukentlige hverandrevurderinger. De uttrykker nytteverdi for framtidig profesjon. Resultatene viser at studentene øves i å rette besvarelser og formulere tilbakemeldinger, samt utvikler forståelse for andre studenters tankegang. Forbedring og utvikling av studentenes tilbakemeldinger er implikasjoner av studien. I tillegg vil ytterligere refleksjoner i etterkant av hverandrevurderingen være nødvendig.

• Kaufmann, Odd Tore; Jemai, Khaled Ben Latief; Maugesten, Marianne & Rangnes, Toril Eskeland (2026). Student Teachers as Learners and Teachers: Praxeological Perspectives on Programming in Mathematics. Education Sciences. 16(1). doi: 10.3390/educsci16010104. Full text in Research Archive Show summary

  This study investigates how master’s student teachers (MSTs) conceptualize and integrate programming and computational thinking within mathematics education. Grounded in the Anthropological Theory of the Didactic, and specifically its notion of praxeology, the study analyses 39 written reflections produced by MSTs who completed a compulsory programming-based mathematics task. The analysis identifies both mathematical and didactic praxeologies, revealing how MSTs’ engagement with programming reflects their development both as learners and as future teachers. The findings demonstrate that MSTs’ personal learning strategies, such as exploration, iteration, and productive struggle, closely parallel their envisioned classroom practices. The findings also show that many participants framed programming itself as the central learning object, highlighting a need to develop confidence and competence before applying programming as a tool for mathematical inquiry. The study argues that programming tasks provide a productive arena for bridging theory and practice in teacher education by fostering an interplay between praxis (know-how) and logos (know-why). Finally, the results indicate that MSTs require institutional support specifically aimed at developing basic programming fluency (e.g., handling syntax, debugging, and programming environments), so that computational thinking can be mobilized for mathematical exploration rather than being overshadowed by technical challenges.

• Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland; Sachdeva, Shipra; Kaufmann, Odd Tore & Maugesten, Marianne (2025). Preservice teachers and their computational thinking perspectives. In Bosch, Marianna; Bolondi, Giorgio; Carreira, Susana; Spagnolo, Camilla & Gaidoschik, Michael (Ed.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy.. European Society for Research in Mathematics Education. ISSN 9791221086553. p. 2456–2463. doi: https:/hal.science/hal-05279705v1. Full text in Research Archive Show summary

  This study aims to provide teacher educators with valuable insights into preservice teachers’ (PTs’) perspectives on computational thinking (CT). We analyse three PTs’ notes from their process and reflections when solving mathematics problems with programming to identify their CT perspectives. We employed Brennan and Resnick’s CT framework focusing on CT perspectives and applied Warshauer's concept of productive struggle to gain deeper insight into what the PTs see as struggle and how they valued it. Our findings suggest that the PTs’ positioned themselves as novices in programming, focusing on learning programming and making something useful for their students to support their students’ learning. They chose well known mathematical problems claiming that programming was the main challenge. Their struggles with programming were valued as part of their learning process.

• Maugesten, Marianne; Kaufmann, Odd Tore; Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland & Sachdeva, Shipra (2025). Preservice teachers' identity as programmers in mathematics. In Bosch, Marianna; Bolondi, Giorgio; Carreira, Susana; Spagnolo, Camilla & Gaidoschik, Michael (Ed.), Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14), Free University of Bozen-Bolzano; ERME, Feb 2025, Bozen-Bolzano, Italy.. European Society for Research in Mathematics Education. ISSN 9791221086553. p. 3027–3034. doi: http:/hal.science/hal-05284438v1. Full text in Research Archive Show summary

  In this study we investigate preservice teachers’ actual and designated identities. Analyses of preservice teachers' reflection notes written to complete a compulsory task about programming reveal both similarities and differences between preservice teachers' actual and designated identities. Both identities reflect a positive attitude towards programming and the importance of computational thinking. However, actual identity highlights preservice teachers' knowledge of problem-solving and their perception of programming as challenging but rewarding. In contrast, designated identity emphasizes the importance of programming knowledge to enhance students' learning, and knowledge of different programming tools to develop the students’ knowledge.

• Maugesten, Marianne & Spernes, Kari Iren (2025). Motivasjon for egen forskning i et førstelektoropprykk. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 48(4), p. 258–258. doi: 10.18261/uniped.48.4.3. Full text in Research Archive
• Senden, Bas; Jentsch, Armin; Teig, Nani; Nilsen, Trude; Fauskanger, Janne & Frågåt, Thomas [Show all 16 contributors for this article] (2025). Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education. Frontiers in Education. 10. doi: 10.3389/feduc.2025.1483092. Full text in Research Archive Show summary

  The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core components of the instrument are relevant in the new contexts, specific adaptations are necessary to capture teaching quality in a more nuanced and meaningful way. Based on the findings, specific adaptions are made to the instrument. Finally, recommendations for developing and using the instrument in the new contexts are provided. The current investigation underscores the importance of contextual sensitivity in the assessment of teaching quality.

• Martinussen, Liva Jenny; Riege, Anine Cecilie; Richter, Jasmin; Briseid, Eyvind Martol; Maugesten, Marianne & Reber, Rolf (2025). Prospective mathematics teachers’ situational interest for word problems. Educational Psychology. ISSN 0144-3410. doi: 10.1080/01443410.2025.2477814. Full text in Research Archive
• Fjeld, Hilde Sofie; Bjørnstad, Gunhild Brænne; Hoff-Jenssen, Reidun & Maugesten, Marianne (2025). Perspectives on Norwegian Student Teacher Practice in Malawi. Intercultural Education. ISSN 1467-5986. 36(5), p. 564–581. doi: 10.1080/14675986.2025.2496080. Full text in Research Archive
• Maugesten, Marianne; Rummelhoff, Kari-Anne Bjørnø & Bredrup, Natalia (2025). Utvikling av kritisk tenkning i matematikk gjennom arbeidet med FNs bærekraftsmål. In Spernes, Kari Iren & Maugesten, Marianne (Ed.), Samarbeid for bærekraftig utvikling - Prosjekter i barnehage og skole. Universitetsforlaget. ISSN 9788215066615. p. 147–167. Full text in Research Archive
• Brynildsen, Stine & Maugesten, Marianne (2024). "Godt å bli utfordret litt!" Et kapittel om å utvikle seg i profesjonelle fellesskap. In Fjeld, Hilde Sofie; Staal, Sigrun & Ødegård, Magnar (Ed.), Å lære i fellesskap - Muligheter og spenninger i partnerskap mellom barnehager, skoler og høgskole. Universitetsforlaget. ISSN 9788215066769. p. 101–122. Full text in Research Archive
• Maugesten, Marianne & Nordbakke, Monica (2024). "Alle får til noe og føler mestring" - operasjonalisering av dybdelæring i kompetanseheving av matematikklærere på barnetrinnet. In Fjeld, Hilde Sofie; Staal, Sigrun & Ødegård, Magnar (Ed.), Å lære i fellesskap - Muligheter og spenninger i partnerskap mellom barnehager, skoler og høgskole. Universitetsforlaget. ISSN 9788215066769. p. 143–165. Full text in Research Archive
• Stigberg, Henrik; Stigberg, Susanne Koch & Maugesten, Marianne (2024). Introducing teacher students to digital fabrication to support children's mathematical learning. International Journal of Child-Computer Interaction. ISSN 2212-8689. 40. doi: 10.1016/j.ijcci.2024.100643. Full text in Research Archive Show summary

  While digital fabrication has been closely linked to narratives of science, technology, engineering, and mathematics (STEM) education and design thinking, it can provide a gateway to reimagining mathematical teaching and deepening the understanding of both mathematical content and pedagogy. In this paper, we present a workshop series that engages teacher students in the creation of their own mathematical manipulatives using digital fabrication tools. Manipulatives are tangible objects that can be used to support children’s learning of mathematical concepts, such as numbers, fractions, or geometry. The workshops included activities for finding, adapting, creating, and sharing manipulatives (FACS) using 2D and 3D modeling and fabrication techniques. Our in-depth analysis of video recordings presents how teacher students successfully acquire digital fabrication skills and reflect on the use of customized manipulatives to support children’s mathematical learning. The findings suggest that introducing digital fabrication in teacher education programs can shift the focus from consuming ready-made manipulatives to creating customized materials that better suit the teaching context. The authors propose FACS as a specific approach for introducing digital fabrication to teacher students.

• Kaufmann, Odd Tore; Maugesten, Marianne & Meaney, Tamsin Jillian (2023). The professional identities of prospective mathematics teachers who teach through programming. Journal of Mathematics Teacher Education. ISSN 1386-4416. doi: 10.1007/s10857-023-09594-3. Full text in Research Archive Show summary

  As has been the case in many countries around the world, the new Norwegian curriculum from 2020 included programming as part of mathematics education. However, little is known about how prospective teachers perceive this addition in regard to their developing professional identities. When the results from an electronic survey of 394 prospective teachers showed unexpected findings, five of the subjects were asked to participate in a focus group interview in order to explore some of these results. The focus group interview was conducted to understand how prospective teachers considered the past, present and future aspects of their professional identities as teachers of mathematics through programming. The results reveal that, although the prospective teachers had little experience of programming, they were positive regarding its implementation in mathematics lessons because they identified themselves as digital natives; they therefore believed that learning to program would be easy. They aligned themselves with their students, as masters of technology, in contrast to their future colleagues, whom they implicitly described as digital immigrants. The findings of this study have implications for teacher education. Even if the prospective teachers have a positive attitude toward programming and consider themselves digitally competent, a limited understanding of how programming can be integrated into their mathematics teaching will affect the identities that they see for themselves as teachers who teach mathematics through programming.

• Maugesten, Marianne; Kaufmann, Odd Tore & Meaney, Tamsin Jillian (2023). We are digital natives – preservice teachers’ professional mathematical identities. In Drijvers, Paul; Csapodi, Csaba; Palmer, Hanna; Gosztonyi, Katalin & Kónya, Eszter (Ed.), Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISSN 9789637031045. p. 3427–3434. Full text in Research Archive
• Stigberg, Henrik; Stigberg, Susanne Koch; Maugesten, Marianne & Kaufmann, Odd Tore (2023). Teachers' critical reflections on digital fabrication for making manipulatives to support mathematical thinking. In Drijvers, Paul; Csapodi, Csaba; Palmer, Hanna; Gosztonyi, Katalin & Kónya, Eszter (Ed.), Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISSN 9789637031045. p. 2804–2811. Full text in Research Archive Show summary

  Digital fabrication (DF) is the process of translating a digital design developed on a computer into a physical object. While digital fabrication has been widespread in STEM education and design thinking, we see an opportunity to use DF by mathematics teachers for making manipulatives opening for new learning experiences. We conducted four full-day workshops with eight in-service teachers inquiring into DF tools, techniques, and platforms. Teachers explored 2D and 3D modelling and fabrication using 3D printer, laser- and vinyl-cutter. In this paper, we report on teachers’ critical reflections on DF for making manipulatives to support their mathematical teaching. Our findings show that teachers used DF tools to create their own manipulatives and designed customized teaching activities for inquiry-based teaching. They developed a strong sense of ownership over the created manipulatives, crucial for teachers to effectively utilize manipulatives in the long term.

• Stigberg, Susanne Koch; Stigberg, Henrik & Maugesten, Marianne (2022). Making Manipulatives for Mathematics Education. In Hjorth, Mikkel & Ejsing-Duun, Stine (Ed.), Proceedings of 6th FabLearn Europe / MakeEd conference 2022 - An International Conference on Computing, Design and Making in Education. Association for Computing Machinery (ACM). ISSN 9781450396332. p. 1–9. doi: 10.1145/3535227.3535228. Full text in Research Archive Show summary

  This paper describes the efforts of an interdisciplinary team of researchers as they collaborated to create a digital fabrication curriculum module for mathematics teacher education. The initial four-day workshop design was piloted with five pre-service teachers. The design objective was to introduce digital fabrication techniques joint with mathematical concepts and the design of classroom activities to develop pre-service teachers' technological, pedagogical, and content knowledge. The workshops included activities to find, adapt, create, and share mathematical manipulatives using digital fabrication tools, techniques, and platforms. Manipulatives are tangible objects reifying mathematical concepts and one type of representation used in mathematics teaching. The paper reports on the design process and our design motivations to address contextual constraints and varying levels of exposure to digital fabrication for both pre-service teachers and teacher educators. The developed "find-adapt-create-share" framework for introducing digital fabrication was evaluated through researchers' self-reflection and pre-service teachers' feedback during concluding interviews.

• Kaufmann, Odd Tore; Maugesten, Marianne & Meaney, Tamsin Jillian (2022). Views of pre-service teachers in Norway on the value of programming in teaching mathematical and pedagogical topics. In Weigand, Hans-Georg; Donevska-Todorova, Ana; Faggiano, Elonora; Iannone, Paula; Medová, Janka; Tabach, Michal & Turgut, Melih (Ed.), Proceedings of the 13th ERME Topic Conference (ETC13) on Mathematics Education in Digital Age 3 (MEDA3), 7-9 September 2022 in Nitra, Slovakia. European Society for Research in Mathematics Education. ISSN 9788055819129. p. 200–207. Full text in Research Archive
• Maugesten, Marianne (2022). Lærerstemmer om matematisk kompetanse i overgangen mellom barnetrinnet og ungdomstrinnet. In Maugesten, Marianne & Spernes, Kari Iren (Ed.), Overganger i skolen. Fra barnetrinnet til ungdomstrinnet.. Universitetsforlaget. ISSN 9788215060934. p. 96–111. Full text in Research Archive
• 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
• Kaufmann, Odd Tore & Maugesten, Marianne (2022). ”I do not know much about programming, but I think that it is good for mathematics”: views of student teachers in Norway on integrating programming into mathematics education. In Nortvedt, Guri A.; Buchholtz, Nils; Fauskanger, Janne; Hähkiöniemi, Markus; Jessen, Britta Eyrich; Nilsen, Hans Kristian; Naalsund, Margrethe; Pálsdóttir, Guðbjörg; Portaankorva-Koivisto, Päivi; Radišić, Jelena; Sigurjónsson, Jóhann Örn; Viirman, Olov Lui & Wernberg, Anna (Ed.), Bringing Nordic mathematics education into the future. Proceedings of Norma 20, The ninth Nordic Conference on Mathematics Education. Svensk förening för MatematikDidaktisk Forskning - SMDF. ISSN 9789198402469. p. 113–120. Full text in Research Archive Show summary

  The story about the NORMA20 conference is the story about a conference that had to be postponed, as a pandemic prevented us from coming together to present and discuss our research. When we made the decision to postpone just after Easter in 2020, we were all sad and disappointed that all the efforts made by authors, reviewers, LOC and IPC members might be for nothing. However, during 2020, digital solutions for cooperation emerged so we could host NORMA20 as an online conference in June 2021.<p> <p>Delaying the conference had both positive and negative consequences. On the positive side, postponing allowed us to make a call for contributions in both 2019 and 2020, substantially increasing the number of submissions. Not only was the number of submissions large but the number of accepted submissions also increased. During the conference, 72 regular papers, 30 short communications, nine poster presentations, four keynotes, and one working group were presented. This made the NORMA20 conference the largest NORMA conference to date.

• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2022). Examining TPACK among 8th–10th grade teachers after introducing a Use-Modify-Create programming approach. In Nortvedt, Guri A.; Buchholtz, Nils; Fauskanger, Janne; Hähkiöniemi, Markus; Jessen, Britta Eyrich; Nilsen, Hans Kristian; Naalsund, Margrethe; Pálsdóttir, Guðbjörg; Portaankorva-Koivisto, Päivi; Radišić, Jelena; Sigurjónsson, Jóhann Örn; Viirman, Olov Lui & Wernberg, Anna (Ed.), Bringing Nordic mathematics education into the future. Proceedings of Norma 20, The ninth Nordic Conference on Mathematics Education. Svensk förening för MatematikDidaktisk Forskning - SMDF. ISSN 9789198402469. p. 169–176. Full text in Research Archive Show summary

  The story about the NORMA20 conference is the story about a conference that had to be postponed, as a pandemic prevented us from coming together to present and discuss our research. When we made the decision to postpone just after Easter in 2020, we were all sad and disappointed that all the efforts made by authors, reviewers, LOC and IPC members might be for nothing. However, during 2020, digital solutions for cooperation emerged so we could host NORMA20 as an online conference in June 2021.<p> <p>Delaying the conference had both positive and negative consequences. On the positive side, postponing allowed us to make a call for contributions in both 2019 and 2020, substantially increasing the number of submissions. Not only was the number of submissions large but the number of accepted submissions also increased. During the conference, 72 regular papers, 30 short communications, nine poster presentations, four keynotes, and one working group were presented. This made the NORMA20 conference the largest NORMA conference to date.

• Maugesten, Marianne; Mosvold, Reidar & Fauskanger, Janne (2021). Mathematics teachers’ reflections about experienced tasks of teaching. Acta Didactica Norden (ADNO). 15(1). doi: 10.5617/adno.8640. Full text in Research Archive
• Maugesten, Marianne (2020). Perspektiver på profesjonsspråk om matematikkundervisning. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 104(2), p. 110–120. doi: 10.18261/issn.1504-2987-2020-02-03. Full text in Research Archive
• Maugesten, Marianne & Nordbakke, Monica (2020). Studenters forståelse av matematikk ved bruk av gjensidige studentrettinger. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 43(4), p. 344–355. doi: 10.18261/issn.1893-8981-2020-04-06. Full text in Research Archive Show summary

  In this study, we investigate what understanding means for teacher students (grade 5–10) in mathematics, and how this understanding can be developed through reflection notes and in focus-group interviews. The study is part of a larger project on study-intensive measures that have an effect on learning. For the students, understanding is related to being able to explain to others and listening, taking in and processing other people’s explanations and feedback, demonstrating different approaches and representations, and applying the knowledge in new situations. In order to gain understanding, collaboration and communication are important, as well as the students employing their own strategies. Examples of this are doing the assignment several times, dividing the assignment, going into the lesson in-depth, using multiple representations. It also emerges that the type of task is important for understanding. The tasks must be challenging and apply previous knowledge.

• Maugesten, Marianne (2019). Good mathematics teaching at lower primary school. In Jankvist, Uffe Thomas; Heuvel-Panhuizen, Marja Van den & Veldhuis, Michiel (Ed.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISSN 9789073346758. Full text in Research Archive Show summary

  This paper explores Norwegian lower primary teachers’ views about good mathematics teaching as revealed in a focus group interview at the end of a two-year school-based professional development program. Analyses of the empirical data indicate three main categories of findings: the teachers’ facilitation of learning, the students’ thinking in and about mathematics and the use of teaching aids in teaching. The results are discussed in relation to other Nordic studies and possible implications are also provided.

• Maugesten, Marianne & Nordbakke, Monica (2019). Å identifisere dybdelæring i en undersøkende matematikkoppgave på ungdomstrinnet. In Klaveness, Elise; Karlsen, Lisbet & Kverndokken, Kåre (Ed.), 101 grep for å aktivisere elever i matematikk : matematikkdidaktikk i teori og praksis. Fagbokforlaget. ISSN 9788245024524. p. 56–75. Full text in Research Archive
• Maugesten, Marianne; Mosvold, Reidar & Fauskanger, Janne (2018). Second graders’ reflections about the number 24. In Norén, Eva; Palmer, Hanna & Cooke, Audrey (Ed.), Nordic Research in Mathematics Education. Papers of NORMA 17. The Eight Nordic Conference on Mathematics Education. Stockholm, May 30 - June 2, 2017. Svensk förening för MatematikDidaktisk Forskning - SMDF. ISSN 9789198402414. p. 51–58. Full text in Research Archive Show summary

  Students’ written responses to an open task were examined to identify potential indications of emerging number sense. Content analysis indicates that the number of responses given by students varied, with addition tasks being more commonly provided than tasks that involved other operations. Whereas several students refer to place value, no students mention possible applications of the number. From these findings, implications are discussed in terms of the mathematical demands that teachers are faced with when presenting such tasks in a mathematics lesson.

• Maugesten, Marianne & Mellegård, Ingebjørg Merete (2015). Profesjonelle læringsfellesskap for lærere i videreutdanning - utvikling i kunnskapskulturen. Acta Didactica Norge. 9(1). doi: 10.5617/adno.2369. Full text in Research Archive

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• Spernes, Kari Iren & Maugesten, Marianne (2025). Samarbeid for bærekraftig utvikling - Prosjekter i barnehage og skole. Universitetsforlaget. ISBN 9788215066615. 272 p. Full text in Research Archive
• Maugesten, Marianne & Spernes, Kari Iren (2022). Overganger i skolen. Fra barnetrinnet til ungdomstrinnet. Universitetsforlaget. ISBN 9788215060934. 254 p. Full text in Research Archive
• Olafsen, Audun Rojahn & Maugesten, Marianne (2022). Matematikkdidaktikk i klasserommet. Universitetsforlaget. ISBN 9788215059785. 276 p. Full text in Research Archive

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• Maugesten, Marianne & Nordbakke, Monica (2026). Ballrammer og kjerneelementer. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 37(2), p. 18–22. doi: https:/tangenten.no/tidligere-nummer/2026-2/. Full text in Research Archive Show summary

  I denne artikkelen presenterer vi en praktisk og utforskende oppgave som elever på 9. trinn har gjennomført i matematikktimene i løpet av en måneds tid. Oppgaven er en del av fordypningsoppgaven i UngeAbel-konkurransen for 9. klasser, og femten klasser leverte en skriftlig rapport som viser arbeidet med denne oppgaven ut fra klare kriterier. På Novemberkonferansen i 2025 ble fordypningsoppgaven presentert og utprøvd av deltakere i et eget verksted.

• Maugesten, Marianne & Nordbakke, Monica (2026). Meritterte undervisere. doi: https:/www.hiof.no/lusp/res/matematikk/index.html. Full text in Research Archive Show summary

  Marianne Maugesten og Monica Nordbakke er meritterte undervisere i matematikk. Hør dem fortelle om hvordan de arbeider for å øke læringa til studenter og elever i matematikkfaget.

• Maugesten, Marianne & Nordbakke, Monica (2026). - Dette var jo virkelig morsomt! [Internet]. Nettsidene til Høgskolen i Østfold. doi: https:/www.hiof.no/lusp/studier/glu/aktuelt/dette-var-jo-virkelig-morsomt. Full text in Research Archive Show summary

  En spent gjeng av matematikkstudenter på 1. trinn i Grunnskolelærerutdanningen for trinn 5-10 ved Høgskolen i Østfold, prøvde nylig ut "tenkende klasserom" på elever ved Gimle skole i Halden. Ettersom elevenes engasjement steg, sank skuldrene hos studentene som ledet opplegget.

• Maugesten, Marianne & Nordbakke, Monica (2025). Elevers arbeid med utforsking av ballrammer. Full text in Research Archive Show summary

  Elevers arbeid med utforsking av ballrammer​ I dette verkstedet skal deltakerne arbeide med en praktisk oppgave som også er utforskende og problemløsende. Oppgaven innebærer å utforske hvordan ballrammer for ulike størrelser av fotballer og håndballer kan bygges ut fra “produsentens” krav knyttet til to oppdrag. Oppgaven er gjennomført i 15 klasser i siste runde av konkurransen UngeAbel for klasser på 9. trinn. Det viser seg at oppgaven kan løses på en rekke måter og har både en lav inngangsterskel og en høy grad av utforsking.​ Etter at lærerne har arbeidet med og skissert mulige framgangsmåter på de to oppdragene, blir det refleksjon rundt mulighetene denne oppgaven gir, blant annet knyttet til praktisk og utforskende tilnærming. Vi vil også vise fram ulike løsninger på hvordan elever har presentert arbeidet sitt med oppgaven, men også den arbeidsprosessen de har gått gjennom med utfordringer og mestring. De to oppdragene er først og fremst knyttet til geometri og målinger, og mange av kompetansemålene på 9. trinn er relevante. Oppgaven kan knyttes til alle kjerneelementene fra læreplanen, men hovedtyngden er på utforsking og problemløsning, ellering og anvendelser og representasjon og kommunikasjon.​

• Maugesten, Marianne; Ramberg, Lin Elisabet Sandhaug & Spernes, Kari Iren (2025). Entreprenøriell master ved Høgskolen i Østfold. Full text in Research Archive
• Maugesten, Marianne & Spernes, Kari Iren (2025). Å undersøke bærekraftig utvikling i samarbeid med barnehage og skole. In Spernes, Kari Iren & Maugesten, Marianne (Ed.), Samarbeid for bærekraftig utvikling - Prosjekter i barnehage og skole. Universitetsforlaget. ISSN 9788215066615. p. 13–21. Full text in Research Archive
• Hoff-Jenssen, Reidun & Maugesten, Marianne (2025). The Norwegian School System. Full text in Research Archive
• Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland; Sachdeva, Shipra; Kaufmann, Odd Tore & Maugesten, Marianne (2025). Preservice teachers and their computational thinking perspectives. Full text in Research Archive
• Maugesten, Marianne; Kaufmann, Odd Tore; Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland & Sachdeva, Shipra (2025). Preservice teachers’ identity as programmers in mathematics. Full text in Research Archive
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2024). Programmering på ungdomstrinnet. Full text in Research Archive
• Maugesten, Marianne & Johnsen, Cathrine Føske (2024). Problemløsing med programmering. Full text in Research Archive
• Maugesten, Marianne & Nordbakke, Monica (2024). Problemløsingsoppgaver fra UngeAbel - Hvordan bruke disse i matematikkundervisningen. Full text in Research Archive
• Maugesten, Marianne; Bjørnstad, Gunhild Brænne; Hoff-Jenssen, Reidun & Fjeld, Hilde Sofie (2023). "I really feel like I've come back as a different person". Full text in Research Archive
• Rangnes, Toril Eskeland; Jemai, Khaled Ben Latief & Maugesten, Marianne (2023). Lærerstudenters refleksjoner og posisjonering i arbeid med programmering . Full text in Research Archive Show summary

  Etter innføring av programmering i LK20 fikk matematikk som ett av flere fag, et særlig ansvar for opplæring i programmering. Det er behov for mer kunnskap om lærerstudenters tilnærming når de nå må lære programmering i matematikk. Utgangspunktet for studien er et arbeidskrav der studenter på 5. året (masterstudenter i matematikk, GLU1-7 og 5-10) skal løse et selvvalgt matematikkproblem med bruk av programmering og algoritmisk tenking. De blir bedt om å reflektere over arbeidsprosessen og over hva de lærte i prosessen om seg selv som problemløsere. Data er 15 skriftlige innleveringer som studentene har tillatt at vi brukersom data. Som teoretisk rammeverk tar vi utgangspunkt i posisjoneringsteori (Van Langenhove og Harré, 1998; Harré et al., 2009). I vår begynnende analyse finner vi at de fleste studentene beskriver seg som nybegynnere i programmering. Disse deler seg i to grupper; de som posisjonerer seg som nysgjerrige og utholdende, og de som posisjonerer seg som frustrerte og utålmodige i aktiviteten. Selv om oppdraget var å løse et matematisk problem med programmering der målet var deres egen læring, posisjonerer de fleste studentene seg som framtidige lærere og bruker dette både til å begrunne valg av oppgaver, vanskegrad de velger, og når de reflekterer over «nytteverdien» av aktiviteten. Resultatene vil bli brukt for å videreutvikle undervisningen i programmering i matematikk for lærerstudenter.

• Maugesten, Marianne & Nordbakke, Monica (2023). Utforsking i multiplikasjon og divisjon - et etterutdanningsprosjekt ved to skoler (runde 1). Full text in Research Archive
• Maugesten, Marianne & Nordbakke, Monica (2023). Utforsking i multiplikasjon og divisjon - et etterutdanningsprosjekt ved to skoler (runde 2). Full text in Research Archive
• Maugesten, Marianne; Kaufmann, Odd Tore & Meaney, Tamsin Jillian (2023). We are digital natives - preservice teachers' professional mathematical identities. Full text in Research Archive
• Kaufmann, Odd Tore; Maugesten, Marianne & Meaney, Tamsin Jillian (2022). Views of Pre-service teachers in Norway on the value of programming in teaching mathematical and pedagogical topics. Full text in Research Archive
• Nordbakke, Monica & Maugesten, Marianne (2022). Professionally-oriented teacher education – how can peer assessment contribute? Full text in Research Archive
• Nordbakke, Monica & Maugesten, Marianne (2022). Å forske på egen praksis - Studenters forståelse av matematikk gjennom gjensidige studentrettinger. Full text in Research Archive
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2022). Programmering på ungdomstrinnet - samarbeid mellom lærerutdanningsskoler og HiØ. Full text in Research Archive
• Maugesten, Marianne (2022). The transition between primary and secondary school in mathematics. Full text in Research Archive
• Kaufmann, Odd Tore; Maugesten, Marianne & Meaney, Tamsin Jillian (2022). Preservice teachers’ views on programming as part of their professional identity as mathematics teachers. Full text in Research Archive
• Maugesten, Marianne & Nordbakke, Monica (2022). Hverandrevurdering som arbeidskrav. Full text in Research Archive
• Maugesten, Marianne & Sølvberg, Monica (2022). Heldagsprøve for 9. trinn med en samarbeidsdel. Full text in Research Archive
• Maugesten, Marianne (2022). Lærerstemmer om matematisk kompetanse i overgangen. Full text in Research Archive
• Ludvigsen, Ali Reza; Maugesten, Marianne & Spernes, Kari Iren (2022). Utfordringer i matematikkfaget for minoritetsspråklige elever med kort botid i Norge. Full text in Research Archive
• Maugesten, Marianne & Spernes, Kari Iren (2022). Overgangen mellom barnetrinnet og ungdomstrinnet. Mange endringer i elevens liv. In Maugesten, Marianne & Spernes, Kari Iren (Ed.), Overganger i skolen. Fra barnetrinnet til ungdomstrinnet.. Universitetsforlaget. ISSN 9788215060934. p. 15–22. Full text in Research Archive
• Hoff-Jenssen, Reidun; Fjeld, Hilde Sofie; Maugesten, Marianne & Bjørnstad, Gunhild Brænne (2022). Student Teacher Practice in Malawi, from Norwegian Educators’ Perspective. Full text in Research Archive
• Maugesten, Marianne; Rummelhoff, Kari - Anne & Lunde, Odd - Bjørn (2021). Verktøy for å beherske utforsking og problemløsing i praksis. Full text in Research Archive
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Programmering på ungdomstrinnet. Full text in Research Archive
• Stigberg, Henrik; Stigberg, Susanne Koch & Maugesten, Marianne (2021). Use-modify-create: ett arbetssätt för programmering. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. 3. Full text in Research Archive
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Examining TPACK among 8.-10. grade teachers after introducing a Use-Modify-Create programming approach. Full text in Research Archive
• Kaufmann, Odd Tore & Maugesten, Marianne (2021). I Don't know much about programming - but I think it's good for mathematics. Full text in Research Archive
• Maugesten, Marianne & Nordbakke, Monica (2021). Matematikkfaget i endring – var alt så mye bedre før? Full text in Research Archive
• Nordbakke, Monica & Maugesten, Marianne (2021). Hverandrevurdering som arbeidskrav – kan skippertak unngås? Full text in Research Archive
• Nordbakke, Monica & Maugesten, Marianne (2021). Hverandrevurdering som arbeidskrav – noe mer enn et arbeidskrav? Full text in Research Archive
• Bjørnstad, Gunhild Brænne; Maugesten, Marianne; Hoff-Jenssen, Reidun & Fjeld, Hilde Sofie (2021). International Student Teacher Practice. Full text in Research Archive
• Stigberg, Susanne Koch; Maugesten, Marianne & Stigberg, Henrik (2021). Use - modify - create. Ett arbetssätt för programmering. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. 3/2021(3), p. 22–27. Full text in Research Archive
• Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Programmering på ungdomstrinnet. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 3/2021(3), p. 2–7. Full text in Research Archive
• Maugesten, Marianne; Nordbakke, Monica & Fredheim, Nina Skajaa (2021). Skippertaksarbeid er ingen god løsning: Studenter ønsker mer tilrettelegging for å kunne jobbe jevnt. [Internet]. Høgskolen i Østfold. Full text in Research Archive
• Maugesten, Marianne; Stigberg, Henrik; Stigberg, Susanne Koch & Skajaa, Fredheim Nina (2021). Har utviklet undervisningsopplegg som skal gjøre lærere i ungdomsskolen bedre i programmering. [Journal]. Forskning.no. Full text in Research Archive
• Fredheim, Nina Skajaa; Maugesten, Marianne & Nordbakke, Monica (2021). Skippertak er ingen god metode for studenter. [Internet]. forskning.no. Full text in Research Archive
• Maugesten, Marianne (2019). UngeAbel-konkurransen del 2. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 30(1), p. 62–65. Full text in Research Archive
• Kaufmann, Odd Tore & Maugesten, Marianne (2019). Jeg vet ikke nok om programmering(men jeg tror det er viktig for matematikkundervisningen). Full text in Research Archive
• Maugesten, Marianne & Nordbakke, Monica (2019). Hvordan ivareta kjerneelementene i arbeidet med matematikk på ungdomstrinnet? Full text in Research Archive
• Maugesten, Marianne & Kvam, Ingebjørg (2019). Rike, utforskende og åpne oppgaver på mellomtrinn og ungdomstrinn. Hvordan får vi det til? Full text in Research Archive
• Maugesten, Marianne & Mellegård, Ingebjørg Merete (2019). Profesjonelle læringsfellesskap for lærere i videreutdanning – utvikling i kunnskapskulturen. Full text in Research Archive
• Maugesten, Marianne (2019). Good mathematics teaching at lower primary school level. Full text in Research Archive
• Maugesten, Marianne & Nordbakke, Monica (2019). Velkommen til den kreative og utforskende matematikkopplæringen! - når engasjement, relevans og motivasjon kan stå i sentrum. In Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (Ed.), Skaperglede, engasjement og utforskertrang. Nye perspektiver på estetiske og tverrfaglige undervisningsmetoder som redskap i pedagogisk virksomhet. Universitetsforlaget. ISSN 9788215029979. p. 118–130. Full text in Research Archive
• Meaney, Tamsin Jillian; Kristensen, Bodil Stakkestad; Kaufmann, Odd Tore; Maugesten, Marianne; Huru, Hilja Lisa & Kvivesen, Mona (2019). Digitale verktøy er bra for tilpasset opplæring (men kanskje ikke så bra for å lære matematikk). Full text in Research Archive
• Maugesten, Marianne (2019). Forskning på praksis. Full text in Research Archive
• Maugesten, Marianne & Jensen, Renate (2019). Fagfornyelsen - LK20. Full text in Research Archive
• Maugesten, Marianne & Nordbakke, Monica (2018). Studentintensive arbeidsformer og samarbeid i matematikk. Full text in Research Archive
• Maugesten, Marianne; Jensen, Renate & Kirkegård, Henrik (2018). Matematikk i tre akter. Full text in Research Archive
• Maugesten, Marianne (2018). God matematikkundervisning på småskoletrinnet. Full text in Research Archive
• Maugesten, Marianne & Nordbakke, Monica (2017). Mathematical teachers' professional development through networking. Full text in Research Archive
• Maugesten, Marianne; Fauskanger, Janne & Mosvold, Reidar (2017). Second graders reflections about the number 24. Full text in Research Archive
• Maugesten, Marianne (2017). Tallet 24. Full text in Research Archive
• Nordbakke, Monica & Maugesten, Marianne (2017). Utdanningskvalitet og studentaktive læringsformer. Full text in Research Archive
• Maugesten, Marianne; Skori, Tone; Kirkegård, Henrik & Lunde, Odd Bjørn (2016). Smakebiter fra matematikkens skattekiste. Full text in Research Archive
• Maugesten, Marianne & Nordbakke, Monica (2016). Flipped classroom in the education og teacher students in mathematics. Full text in Research Archive
• Maugesten, Marianne & Mellegård, Ingebjørg Merete (2016). Videreutdanning og kunnskapsdeling:Læreres kunnskapskultur. Bedre Skole. ISSN 0802-183X. p. 58–62. Full text in Research Archive
• Enge, Ole; Fauskanger, Janne; Herheim, Rune; Holmedal, Sigrun & Maugesten, Marianne (2016). Nasjonale retningslinjer for fag. Full text in Research Archive
• Nordbakke, Monica & Maugesten, Marianne (2016). Kunnskapsdeling og utprøving etter deltakelse i matematikknettverk. Full text in Research Archive
• Nordbakke, Monica & Maugesten, Marianne (2015). Omvendt undervisning og studenters egen oppfatning av hva som påvirker læring. Full text in Research Archive
• Maugesten, Marianne & Mellegård, Ingebjørg Merete (2015). Profesjonelle læringsfellesskap for lærere i videreutdanning - utvikling av kunnskapskulturen. Full text in Research Archive
• Fjeld, Hilde Sofie; Hoff-Jenssen, Reidun; Maugesten, Marianne & Bjørnstad, Gunhild Brænne (2020). Rapport om studentpraksis i Malawipraksis - et samarbeid mellom Høgskolen i Østfold, Kjølberg skole og skoler i Malawi. Høgskolen i Østfold. Full text in Research Archive
• Enge, Ole; Fauskanger, Janne; Herheim, Rune; Holmedal, Sigrun & Maugesten, Marianne (2016). Nasjonale retningslinjer for grunnskolelærerutdanning, retningslinjer for matematikk. universitet og høgskolerådet. Full text in Research Archive

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