Marianne Maugesten

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

Press photo

Norwegian version of this page Position

Professor

Contact

+4769608314

marianne.maugesten@hiof.no

Study place

Halden

Office nr.

F1-074

Academic interests

My academic interests are mathematics and mathematic didactics, teaching and learning of students and teachers.

Courses taught

Courses in mathematics and mathematic didactics in master teacher education for primary and lower secondary school
Mathematics and mathematic didactics in continuing education

Background

Education

In 2008 I was promoted to Associate Professor
1996: Cand.real from the University of Agder. My master thesis was about teaching and learning functions in mathematics in lower secondary school
Teacher education 1977 - 1981

Work experience

1998 - d.d.: Assistant Professor and Associate Professor at the Faculty of Education at Østfold University College
1981 - 1998: Teacher at lower secondary School Level 8-10.

Positions held

2016 - today: Member of the central board of the Child and youth committee of the Abelprisen (Abel prize). The committée works to strengthen the interest in mathematics among children and young people
2014 - today: Leader for the nasjonal jury of UngeAbel-competition, a competition in mathematics for lower secondary school classes at 9th grade
2011 - today: Member of the central board of the Norwegian "Landslaget for matematikk i skolen" (LAMIS). The association embraces mathematics teachers from kindergarten to college and university, and work actively to raise the pedagogical and didactic level at all levels of education.
2008 - 2013: Member of the Holmboekomite, which takes part in the award of the Holmboeprisen (Holmboe Prize). The purpose of the Holmboeprisen is to promote and reward good teaching in mathematics i Norway, by awarding an annual prize to one or more mathematics teachers or a mathematical environment in Norwegian primary or secondary school.
2008 - 2012: Departement chair at Faculty of Education

Partners

Member of the college's strategic area "A School for the Knowledge society: Knowledge Development for 5-year Teacher Education" (2015 - 2019).

Since 2006, I have been a member of various national committees appointed by The Norwegian Directorate for Education and Ministry of Education and Research, related to the development of the mathematics subject in school and the mathematics courses in teacher education. Through this I have been involved in preparing:

National guidelines for mathematics in Primary and Lower Secondary Teacher Education for Years 1-7 and 5-10(240 ECTS and later 300 ECTS/master programme) in 2010 and 2017
Guidance to the curriculum in mathematics for primary and lower secondary school
Issues for the subject of mathematics in primary and lower secondary school
Content and structure for the subject of mathematics in upper secondary school
Guidance related to the national initiative "Ungdomsskolesatsingen" (lower secondary school focus).

Of research work I participate, and have participated, in both local and national projects. One of these is The Research Council of Norway's program "Evaluation Schemes in Higher Education", where we published an article about students' experience of oral examination in mathematics in teacher education.

I participate in local development work / assignments, which have aimed to improve mathematics education, and I have held many continuing education courses for teachers. I have brought these experiences into various research projects. Some of these projects are:

Flipped classroom teaching for students in Primary and Lower Secondary Teacher Education for Years 5-10. The project was carried out together with my colleague Monica Nordbakke. The project was financially supported by the Center for Research, Innovation and Coordination of Mathematics Teaching (MatRic) at the University of Agder
Mathematics teachers' development of teaching knowledge. The project was carried out together with Inspiria Science Senter and my colleague Monica Nordbakke
Development of professional learning communities for teachers through continuing education. The project was carried together with my colleague Ingebjørg Mellegård
Better learning in mathematics in higher education without the use of extra resources. This is a result of the work I did on the conversion of mathematics teaching here at the Faculty of Teacher Education at the beginning of the 2000s

Projects

Research groups

Education in Mathematics, Science and Techology

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.
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 978-963-7031-04-5. p. 2804–2811.
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 978-963-7031-04-5. p. 3427–3434.
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.
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 978-82-15-06093-4. p. 125–138.
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 978-82-15-06093-4. p. 96–111.
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 978-80-558-1912-9. p. 200–207.
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 978-91-984024-6-9. p. 169–176.
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 978-91-984024-6-9. p. 113–120.
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 978-1-4503-9633-2. 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.
Maugesten, Marianne; Mosvold, Reidar & Fauskanger, Janne (2021). Mathematics teachers’ reflections about experienced tasks of teaching. Acta Didactica Norden (ADNO). ISSN 2535-8219. 15(1). doi: 10.5617/adno.8640. Full text in Research Archive
Maugesten, Marianne & Nordbakke, Monica (2020). Studenters forståelse av matematikk ved bruk av gjensidige studentrettinger. UNIPED. ISSN 1500-4538. 43(4), p. 344–355. doi: 10.18261/issn.1893-8981-2020-04-06. 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.
Maugesten, Marianne (2019). Good mathematics teaching at lower primary school. In Jankvist, Uffe Thomas; Van den Heuvel-Panhuizen, Marja & 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 978-90-73346-75-8. Full text in Research Archive
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 978-82-450-2452-4. p. 56–75.
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 978-91-984024-1-4. p. 51–58. Full text in Research Archive
Maugesten, Marianne & Mellegård, Ingebjørg Merete (2015). Profesjonelle læringsfellesskap for lærere i videreutdanning - utvikling i kunnskapskulturen. Acta Didactica Norge. ISSN 1504-9922. 9(1). doi: 10.5617/adno.2369.
Maugesten, Marianne (2013). Matematikkundervisning 1-7. Kap 3: Læreplanen. In Grevholm, Barbro (Eds.), Matematikkundervisning 1-7. Cappelen Damm Akademisk. ISSN 9788202405458. p. s53–64. Show summary
Oversettelse til norsk av Hilde Strömsnes av boken Lära och undervisa matematik från förskoleklassen till årskurs 7

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Maugesten, Marianne & Spernes, Kari Iren (2022). Overganger i skolen. Fra barnetrinnet til ungdomstrinnet. Universitetsforlaget. ISBN 978-82-15-06093-4. 254 p.
Olafsen, Audun Rojahn & Maugesten, Marianne (2022). Matematikkdidaktikk i klasserommet. Universitetsforlaget. ISBN 9788215059785. 276 p.
Maugesten, Marianne & Olafsen, Audun Rojahn (2015). Matematikkdidaktikk i klasserommet. 2. utgave. Universitetsforlaget. ISBN 978-82-15-02521-6. 236 p.

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Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2024). Programmering på ungdomstrinnet.
Maugesten, Marianne & Nordbakke, Monica (2023). Utforsking i multiplikasjon og divisjon - et etterutdanningsprosjekt ved to skoler (runde 2).
Maugesten, Marianne & Nordbakke, Monica (2023). Utforsking i multiplikasjon og divisjon - et etterutdanningsprosjekt ved to skoler (runde 1).
Rangnes, Toril Eskeland; Jemai, Khaled Ben Latief & Maugesten, Marianne (2023). Lærerstudenters refleksjoner og posisjonering i arbeid med programmering . 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; Bjørnstad, Gunhild Brænne; Hoff-Jenssen, Reidun & Fjeld, Hilde Sofie (2023). "I really feel like I've come back as a different person".
Maugesten, Marianne; Kaufmann, Odd Tore & Meaney, Tamsin Jillian (2023). We are digital natives - preservice teachers' professional mathematical identities.
Maugesten, Marianne & Spernes, Kari Iren (2022). Samarbeid er stikkordet. En oppsummering . In Maugesten, Marianne & Spernes, Kari Iren (Ed.), Overganger i skolen. Fra barnetrinnet til ungdomstrinnet.. Universitetsforlaget. ISSN 978-82-15-06093-4. p. 245–248.
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 978-82-15-06093-4. p. 15–22.
Maugesten, Marianne & Sølvberg, Monica (2022). Heldagsprøve for 9. trinn med en samarbeidsdel.
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.
Hoff-Jenssen, Reidun; Fjeld, Hilde Sofie; Maugesten, Marianne & Bjørnstad, Gunhild Brænne (2022). Student Teacher Practice in Malawi, from Norwegian Educators’ Perspective.
Nordbakke, Monica & Maugesten, Marianne (2022). Å forske på egen praksis - Studenters forståelse av matematikk gjennom gjensidige studentrettinger.
Nordbakke, Monica & Maugesten, Marianne (2022). Professionally-oriented teacher education – how can peer assessment contribute? .
Maugesten, Marianne (2022). The transition between primary and secondary school in mathematics.
Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2022). Programmering på ungdomstrinnet - samarbeid mellom lærerutdanningsskoler og HiØ.
Ludvigsen, Ali Reza; Maugesten, Marianne & Spernes, Kari Iren (2022). Utfordringer i matematikkfaget for minoritetsspråklige elever med kort botid i Norge.
Maugesten, Marianne (2022). Lærerstemmer om matematisk kompetanse i overgangen .
Kaufmann, Odd Tore; Maugesten, Marianne & Meaney, Tamsin Jillian (2022). Preservice teachers’ views on programming as part of their professional identity as mathematics teachers.
Maugesten, Marianne & Nordbakke, Monica (2022). Hverandrevurdering som arbeidskrav .
Maugesten, Marianne; Rummelhoff, Kari - Anne & Lunde, Odd - Bjørn (2021). Verktøy for å beherske utforsking og problemløsing i praksis.
Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Programmering på ungdomstrinnet.
Bjørnstad, Gunhild Brænne; Maugesten, Marianne; Hoff-Jenssen, Reidun & Fjeld, Hilde Sofie (2021). International Student Teacher Practice.
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.
Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Programmering på ungdomstrinnet. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 3/2021(3), p. 2–7.
Stigberg, Henrik; Stigberg, Susanne Koch & Maugesten, Marianne (2021). Use-modify-create: ett arbetssätt för programmering. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. 3.
Maugesten, Marianne; Stigberg, Henrik; Stigberg, Susanne Koch & Nina Skajaa, Fredheim (2021). Har utviklet undervisningsopplegg som skal gjøre lærere i ungdomsskolen bedre i programmering. [Business/trade/industry journal]. Forskning.no.
Kaufmann, Odd Tore & Maugesten, Marianne (2021). I Don't know much about programming - but I think it's good for mathematics.
Maugesten, Marianne; Stigberg, Henrik & Stigberg, Susanne Koch (2021). Examining TPACK among 8.-10. grade teachers after introducing a Use-Modify-Create programming approach.
Fredheim, Nina Skajaa; Maugesten, Marianne & Nordbakke, Monica (2021). Skippertak er ingen god metode for studenter. [Internet]. forskning.no.
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.
Nordbakke, Monica & Maugesten, Marianne (2021). Hverandrevurdering som arbeidskrav – noe mer enn et arbeidskrav?
Nordbakke, Monica & Maugesten, Marianne (2021). Hverandrevurdering som arbeidskrav – kan skippertak unngås?
Maugesten, Marianne & Nordbakke, Monica (2021). Matematikkfaget i endring – var alt så mye bedre før? Forskning.no. ISSN 1891-635X.
Maugesten, Marianne & Kvam, Ingebjørg (2019). Rike, utforskende og åpne oppgaver på mellomtrinn og ungdomstrinn. Hvordan får vi det til?
Maugesten, Marianne & Nordbakke, Monica (2019). Hvordan ivareta kjerneelementene i arbeidet med matematikk på ungdomstrinnet?
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).
Kaufmann, Odd Tore & Maugesten, Marianne (2019). Jeg vet ikke nok om programmering(men jeg tror det er viktig for matematikkundervisningen).
Maugesten, Marianne & Jensen, Renate (2019). Fagfornyelsen - LK20.
Maugesten, Marianne (2019). Forskning på praksis.
Maugesten, Marianne & Mellegård, Ingebjørg Merete (2019). Profesjonelle læringsfellesskap for lærere i videreutdanning – utvikling i kunnskapskulturen.
Maugesten, Marianne (2019). UngeAbel-konkurransen del 2. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 30(1), p. 62–65.
Tonheim, Odd Helge Mjellem; Maugesten, Marianne; Nagel, Ilka & Amdam, Synnøve Hedemann (2019). Fagfornyelsen og didaktisk bruk av programmering og GeoGebra i matematikk - nasjonalt seminar fro UH-tilsette. Show summary
Nasjonalt seminar om fagfornyinga, og pedagogisk bruk av programmering og GeoGebra i matematikk. Seminaret er for tilsette innan matematikk i lærarutdanningane. Også inviterte foredragsholdarar frå nordiske land.
Maugesten, Marianne (2019). Good mathematics teaching at lower primary school level.
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.
Maugesten, Marianne; Jensen, Renate & Kirkegård, Henrik (2018). Matematikk i tre akter.
Maugesten, Marianne (2018). God matematikkundervisning på småskoletrinnet.
Maugesten, Marianne & Nordbakke, Monica (2018). Studentintensive arbeidsformer og samarbeid i matematikk.
Maugesten, Marianne & Nordbakke, Monica (2017). Mathematical teachers' professional development through networking.
Maugesten, Marianne (2017). Tallet 24.
Maugesten, Marianne; Fauskanger, Janne & Mosvold, Reidar (2017). Second graders reflections about the number 24.
Nordbakke, Monica & Maugesten, Marianne (2017). Utdanningskvalitet og studentaktive læringsformer.
Nordbakke, Monica & Maugesten, Marianne (2016). Kunnskapsdeling og utprøving etter deltakelse i matematikknettverk.
Maugesten, Marianne; Skori, Tone; Kirkegård, Henrik & Lunde, Odd Bjørn (2016). Smakebiter fra matematikkens skattekiste.
Maugesten, Marianne & Nordbakke, Monica (2016). Flipped classroom in the education og teacher students in mathematics.
Maugesten, Marianne & Mellegård, Ingebjørg Merete (2016). Videreutdanning og kunnskapsdeling:Læreres kunnskapskultur. Bedre Skole. ISSN 0802-183X. p. 58–62.
Enge, Ole; Fauskanger, Janne; Herheim, Rune; Holmedal, Sigrun & Maugesten, Marianne (2016). Nasjonale retningslinjer for fag.
Nordbakke, Monica & Maugesten, Marianne (2016). Omvendt undervisning i grunnskolelærerstudenters matematikkopplæring .
Maugesten, Marianne; Skori, Tone & Gerd, Nilsen (2015). Workshop Lamis.
Nordbakke, Monica & Maugesten, Marianne (2015). Omvendt undervisning og studenters egen oppfatning av hva som påvirker læring.
Maugesten, Marianne & Mellegård, Ingebjørg Merete (2015). Profesjonelle læringsfellesskap for lærere i videreutdanning - utvikling av kunnskapskulturen.
Maugesten, Marianne; Lie, Johan & Meland, Vegard Målnes (2015). Nettbasert matematikk 2.
Maugesten, Marianne & Mellegård, Ingebjørg Merete (2015). Profesjonelle læringsfellesskap for lærere i videreutdanning - utvikling i kunnskapskulturen.
Maugesten, Marianne; Spernes, Kari Iren; Jacobsen, Kjersti Berggraf & Holt Jensen, Brit Hellen (2015). HiØ og forholdet til praksisfeltet.
Maugesten, Marianne (2014). Videreutdanning i matematikk.
Maugesten, Marianne & Nordbakke, Monica (2014). Omvendt undervisning- et prosjekt ved HiØ.
Maugesten, Marianne (2014). Nettbasert kurs i matematikk.
Maugesten, Marianne & Mellegård, Ingebjørg Merete (2014). Professional learning communities for in-service teachers - designing a model for sharing knowledge and developing teaching practice.
Maugesten, Marianne & Mellegård, Ingebjørg Merete (2014). Videreutdanning av lærere.
Maugesten, Marianne (2014). matematikk og tospråklige elever.
Maugesten, Marianne & Nordbakke, Monica (2014). Regning som grunnleggende ferdighet.
Nordbakke, Monica & Maugesten, Marianne (2013). Mener variert undervisning er nøkkelen til suksess. [Newspaper]. Fredrikstad Blad.
Maugesten, Marianne (2013). Mener variert undervisning er nøkkelen til suksess. [Newspaper]. Fredrikstad Blad.
Maugesten, Marianne; Bergem, Ole Kristian; Wæge, Kjersti & Sanne, Anders (2012). God regneopplæring-for lærere på ungdomstrinnet.
Maugesten, Marianne (2012). Endringer i muntlig eksamen i grunnskolen.
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Maugesten, Marianne; Bergem, Ole Kristian; Wæge, Kjersti & Sanne, Anders (2012). God regneopplæring-for lærere på ungdomstrinnet. Utdanningsdirektoratet.
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Published June 12, 2018 4:24 PM - Last modified July 26, 2021 11:14 AM