Odd Tore Kaufmann

• 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. Fulltekst i vitenarkiv Vis sammendrag

  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. I Bosch, Marianna; Bolondi, Giorgio; Carreira, Susana; Spagnolo, Camilla & Gaidoschik, Michael (Red.), 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. s. 2456–2463. doi: https:/hal.science/hal-05279705v1. Fulltekst i vitenarkiv Vis sammendrag

  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. I Bosch, Marianna; Bolondi, Giorgio; Carreira, Susana; Spagnolo, Camilla & Gaidoschik, Michael (Red.), 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. s. 3027–3034. doi: http:/hal.science/hal-05284438v1. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Larsson, Maria; Kaufmann, Odd Tore & Ryve, Andreas (2024). Investigating the relation between mathematics teachers’ beliefs, knowledge and error-handling practices–an exploratory study of 12 teachers in Grades 4–6. International Journal of Mathematical Education in Science and Technology. ISSN 0020-739X. s. 1–22. doi: 10.1080/0020739X.2024.2438373. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Kaufmann, Odd Tore & Stenseth, Børre (2023). Programmering som del av matematikkfaget. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 107(2), s. 109–123. doi: 10.18261/npt.107.2.2. Fulltekst i vitenarkiv
• Maugesten, Marianne; Kaufmann, Odd Tore & Meaney, Tamsin Jillian (2023). We are digital natives – preservice teachers’ professional mathematical identities. I Drijvers, Paul; Csapodi, Csaba; Palmer, Hanna; Gosztonyi, Katalin & Kónya, Eszter (Red.), Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISSN 9789637031045. s. 3427–3434. Fulltekst i vitenarkiv
• Stigberg, Henrik; Stigberg, Susanne Koch; Maugesten, Marianne & Kaufmann, Odd Tore (2023). Teachers' critical reflections on digital fabrication for making manipulatives to support mathematical thinking. I Drijvers, Paul; Csapodi, Csaba; Palmer, Hanna; Gosztonyi, Katalin & Kónya, Eszter (Red.), Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISSN 9789637031045. s. 2804–2811. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Kaufmann, Odd Tore & Ryve, Andreas (2022). Teachers’ framing of students’ difficulties in mathematics learning in collegial discussions. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2022.2115134. Fulltekst i vitenarkiv Vis sammendrag

  This study investigates the diagnostic and prognostic framings of Swedish mathematics teachers regarding the difficulties experienced by students in mathematics learning. Collegial discussions among 65 mathematics teachers in nine collegial groups were videotaped during a professional development (PD) program entitled Boost for Mathematics for analysis. The results show that the diagnostic framings of the teachers were mainly attributed to the cognitive abilities of students, whereas the prognostic framings were mainly related to lesson organization such that students should collaborate. While the teachers emphasize collaborate group work, they put little emphasis on how they could act in these learning situations. These results contribute to the understanding of Swedish mathematics teachers’ framing of students’ difficulties in mathematics learning and to the role of collegial discussions in PD initiatives.

• 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. I Weigand, Hans-Georg; Donevska-Todorova, Ana; Faggiano, Elonora; Iannone, Paula; Medová, Janka; Tabach, Michal & Turgut, Melih (Red.), 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. s. 200–207. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Larsson, Maria & Ryve, Andreas (2022). Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom. International Journal of Science and Mathematics Education. ISSN 1571-0068. doi: 10.1007/s10763-022-10294-2. Fulltekst i vitenarkiv Vis sammendrag

  Multiple studies have been conducted regarding teachers’ error-handling practices, and how errors can be treated as opportunities for learning, albeit in the context of whole-class discussions. The aim of the present research is to continue to investigate teachers’ error-handling practices as they occur in different phases of maths lessons: introduction of the task, when students are working alone, and when students are working in pairs and finally, as part of the whole-class discussion. The study included 51 lessons from twelve teachers. A cross-case analysis was made across the individual teacher cases to look for similarities and differences between different teachers’ error-handling practices across the lesson phases in order to create teaching profiles with similar handling of student errors across the lesson phases. Five error-handling teaching profiles were identified; correcting errors throughout all phases, correcting errors during students’ work while few errors are brought up in whole class, correcting errors during students’ work while using a variety of practices in whole class, ignoring errors while using some of them in whole class, and discussing and explaining errors.

• Stigberg, Henrik; Hadjerrouit, Said; Kaufmann, Odd Tore & Marentakis, Georgios (2022). Analysing tensions faced by pre-service mathematics teachers engaging in digital fabrication. I Fernandez, C.; Llinares, S.; Gutierrez, A. & Planas, N. (Red.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45). Universidad de Alicante. ISSN 9788413021782. s. 4-51–4-58. Fulltekst i vitenarkiv Vis sammendrag

  This article analyses tensions pre-service teachers faced during the last workshop of participation in a series of professional development workshops on digital fabrication for creating manipulatives for mathematics education. Using the concept of community of practice and the notion of tension as a theoretical framework and a qualitative research design including video recording with 5 pre-service teachers, we identified three tension categories: technological, pedagogical, and workshop design. The results indicate that tensions are often caused by conflictual decisions between the workshop designers’ and students’ objectives as well as difficulties in digital fabrication and its application in teaching mathematics.

• Kaufmann, Odd Tore (2022). These tasks are very good but inappropriate for my students. I Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica & Ferretti, Federica (Red.), Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education. ISSN 9791221025378. Fulltekst i vitenarkiv Vis sammendrag

  This paper investigates how teachers reflect on and explain the role of high-quality mathematical tasks when selecting tasks for use in lessons. By analysing data from three groups of mathematics teachers engaged in collegial discussions, this study aims to elucidate how teachers rationalize the role of high-quality mathematical tasks. The results indicate that teachers appreciate high-quality tasks in providing discussions among students and supporting the collaborative efforts to solve problems. Conversely, despite this appreciation, teachers refer to such tasks as inappropriate for their students. For this reason, they pointed to the capabilities, lack of motivation to engage, and the lack experience of their students.

• Matta, Corrado; Kaufmann, Odd Tore & Ryve, Andreas (2022). Automatized visualization methods for the qualitative analysis of teachers' collegial discussions. New Trends in Qualitative Research (NTQR). 11, s. 1–15. doi: 10.36367/ntqr.11.2022.e530. Fulltekst i vitenarkiv
• 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. I 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 (Red.), 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. s. 113–120. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Kaufmann, Odd Tore; Stenseth, Børre; Berggren, Stein Arnold & Forsström, Sanna Erika (2022). ”Where is my angle?” – students cooperating to make a square. I 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 (Red.), 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. s. 121–128. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Kaufmann, Odd Tore & Ryve, Andreas (2022). Transition between discourses – portraying teaching practices in collegial discussions. NOMAD – Nordisk matematikkdidaktikk. ISSN 1104-2176. 27(4), s. 25–46. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore & Stenseth, Børre (2020). Programming in mathematics education. International Journal of Mathematical Education in Science and Technology. ISSN 0020-739X. doi: 10.1080/0020739X.2020.1736349. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore & Ryve, Andreas (2019). Construction of teachers’ roles in collegial discussions. I Jankvist, Uffe Thomas; Heuvel-Panhuizen, Marja Van den & Veldhuis, Michiel (Red.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISSN 9789073346758. s. 3408–3415. Fulltekst i vitenarkiv Vis sammendrag

  This paper investigates how teachers portray their teaching role in a professional-development community. By analyzing data from five groups, the goal of the study is to understand how teachers portrayed within these practices. In the majority of interactions, teachers position themselves within a traditional teacher discourse, an official Swedish discourse, or a reform-oriented discourse. The analysis provides examples of different teacher roles both within and between groups. Teachers who advocate a reform-oriented teacher role indicate that, in this type of role, they face challenges, and they stress that they need more specialized content knowledge.

• Kaufmann, Odd Tore (2019). Students´ reasoning on multiplication in the context of a primary school classroom. REDIMAT - Journal of Research in Mathematics Education. 8(1), s. 6–29. doi: 10.17583/redimat.2019.2822. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2018). Teachers' attention to student thinking, mathematical content and teachers' role in a professional learning community. I Norén, Eva; Palmer, Hanna & Cooke, Audrey (Red.), 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. s. 259–268. Fulltekst i vitenarkiv Vis sammendrag

  The past decade has witnessed increased efforts in studying what mathematics teachers do to improve their teaching. This study builds on and contributes to the research on collective learning in professional learning communities. It aims to uncover the teachers’ attention to different aspects related to their work and how these have been developed during one year of collaboration. The focus is on teachers’ norms and their attention to student thinking, mathematical content and the teachers’ role. By videotaping teacher’s participation in the Boost for Mathematics project (Matematiklyftet) five cycles of collective planning and reflection are analysed. The findings indicate a shift in the teacher groups’ attention from their role as an organiser to the mathematical content and student thinking.

• Kaufmann, Odd Tore; Stenseth, Børre & Holone, Harald (2018). Programmering i matematikkundervisningen. I Norstein, Anne & Haara, Frode Olav (Red.), Matematikkundervisning i en digital verden. Cappelen Damm Akademisk. ISSN 9788202555214. s. 73–96. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2018). Tensions for primary school pupils when working with multiplication tools. Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2018.11.001. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2018). The problem of distinguishing multiplicative from additive reasoning in primary school classroom context. European Journal of Science and Mathematics Education. 6(3), s. 100–112. doi: 10.17583/redimat.2019.2822. Fulltekst i vitenarkiv Vis sammendrag

  This article investigates how students in third grade learn to reason on multiplication when they first encounter that concept in the classroom context. By analysing the data from 24 classrooms focused on teaching and learning multiplication, the article aims at contributing to the research and conceptualisations about how students learn to distinguish multiplicative from additive reasoning in a primary school. A central feature is the strong emphasis students have on addition when they work with multiplication. This emphasis on addition causes tensions in the discussions between the teacher and students. Results are discussed in relation to previous studies of students’ multiplicative reasoning and implications for practice are elaborated upon.

• Forsström, Sanna Erika & Kaufmann, Odd Tore (2018). A Literature Review Exploring the use of Programming in Mathematics Education. International Journal of Learning, Teaching and Educational Research (ILJTER). ISSN 1694-2493. 17(12), s. 18–32. doi: 10.26803/ijlter.17.12.2. Fulltekst i vitenarkiv Vis sammendrag

  Programming is now included in mathematics curricula in several countries; thus, the purpose of this literature review is to determine the research-based justifications for these educational decisions. From a selection of relevant articles, 15 articles were identified and analyzed, each of which had varying study types, themes, and designs. Three themes from the studies were identified: the motivation to learn mathematics, student performance in mathematics, and the collaboration between students and the changed role of the teacher. It was found that in certain circumstances, including programming in mathematics education could improve student motivation to learn mathematics and improve student performance in mathematics. To gain a better understanding of the potential of programming in mathematics education, the entire collective learning process should be considered by discussing the roles of the teacher and the collaboration between students as part of these roles.

• Hofmann, Andrea & Kaufmann, Odd Tore (2014). Geometri. I Gustavsen, Trond Stølen; Hinna, Kristin Ran Choi; Borge, Inger Christin & Andersen, Peer Sverre (Red.), QED 1-7: Matematikk for grunnskolelærerutdanningen: Bind 2. Cappelen Damm Akademisk. ISSN 9788202420925. s. 159–378. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Olafsen, Audun Rojahn; Bugten, Åse Marie & Kaufmann, Odd Tore (2021). Volum 2A Elevbok. Fagbokforlaget. ISBN 9788211029478. 203 s. Fulltekst i vitenarkiv
• Erfjord, Ingvald; Hundeland, Per Sigurd; Kaufmann, Odd Tore & Onsrud, Gina (2013). Matte overalt - Grunnbok 5A. Fagbokforlaget. ISBN 9788211016720. 144 s. Fulltekst i vitenarkiv
• Erfjord, Ingvald; Hundeland, Per Sigurd; Kaufmann, Odd Tore & Onsrud, Gina (2013). Matte overalt - Lærerveiledning 5A. Fagbokforlaget. ISBN 9788211016768. 249 s. Fulltekst i vitenarkiv
• Erfjord, Ingvald; Hundeland, Per Sigurd; Kaufmann, Odd Tore & Onsrud, Gina (2013). Matte overalt - Oppgavebok 5A. Fagbokforlaget. ISBN 9788211017918. 80 s. Fulltekst i vitenarkiv
• Erfjord, Ingvald; Hundeland, Per Sigurd; Kaufmann, Odd Tore & Onsrud, Gina (2013). Matte overalt - Grunnbok 5A. Fagbokforlaget. ISBN 9788211016713. 144 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4A: Lærerveiledning. Det Norske Samlaget. ISBN 9788252179200. 150 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4 Arbeidsbok. Fagbokforlaget. ISBN 9788211017697. 144 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4 Arbeidsbok. Fagbokforlaget. ISBN 9788211017680. 144 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 3B lærerveiledning. Det Norske Samlaget. ISBN 9788252179149. 159 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 3B lærarrettleiing. Det Norske Samlaget. ISBN 9788252179132. 159 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4B - Grunnbok. Fagbokforlaget. ISBN 9788211017772. 128 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4B - Grunnbok. Fagbokforlaget. ISBN 9788211017871. 128 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4A: Grunnbok. Det Norske Samlaget. ISBN 9788252179163. 128 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4A: Grunnbok. Det Norske Samlaget. ISBN 9788252179156. 128 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3B grunnbok. Det Norske Samlaget. ISBN 9788252179125. 128 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3B grunnbok. Det Norske Samlaget. ISBN 9788252179118. 128 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3A : Grunnbok. Det Norske Samlaget. ISBN 9788252178975. 128 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3A : Lærarrettleiing. Det Norske Samlaget. ISBN 9788252179002. 162 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3A : Lærerveiledning. Det Norske Samlaget. ISBN 9788252179019. 162 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3 : arbeidsbok. Det Norske Samlaget. ISBN 9788252178999. 144 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3 : Arbeidsbok. Det Norske Samlaget. ISBN 9788252178982. 144 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3A : Grunnbok. Det Norske Samlaget. ISBN 9788252178968. 128 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 1 arbeidsbok : bokmål. Det Norske Samlaget. ISBN 9788252176261. 138 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2 Lærarrettleiing : Nynorsk. Det Norske Samlaget. ISBN 9788252176476. 150 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2A grunnbok : bokmål. Det Norske Samlaget. ISBN 9788252176360. 117 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2A Læreveiledning : Bokmål. Det Norske Samlaget. ISBN 9788252176483. 150 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2 Arbeidsbok : Bokmål. Det Norske Samlaget. ISBN 9788252177442. 143 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 1 grunnbok : nynorsk. Det Norske Samlaget. ISBN 9788252176216. 105 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 1 Lærerveiledning : Bokmål. Det Norske Samlaget. ISBN 9788252176247. 152 s. Fulltekst i vitenarkiv
• Olafsen, Audun Rojahn; Kaufmann, Odd Tore & Rikheim, Kari (2010). Matte overalt 1 Grunnbok : bokmål. Det Norske Samlaget. ISBN 9788252176223. 105 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 1 Lærarrettleiing : Nynorsk. Det Norske Samlaget. ISBN 9788252176230. 152 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 1 arbeidsbok : nynorsk. Det Norske Samlaget. ISBN 9788252176254. 138 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2B grunnbok : bokmål. Det Norske Samlaget. ISBN 9788252177824. 120 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2B grunnbok : nynorsk. Det Norske Samlaget. ISBN 9788252177817. 120 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2 Arbeidsbok : Nynorsk. Det Norske Samlaget. ISBN 9788252177442. 143 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore & Olafsen, Audun Rojahn (2010). Matte overalt. Det Norske Samlaget. ISBN 9788252177824. Fulltekst i vitenarkiv Vis sammendrag

  Nettsted for læreverket Matte Overalt. Nettstedet omfatter blant annet oppgaver, ressursverktøy og mange nedlastbare filer i regneark og Geogebra.

• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2A Læreveiledning : Bokmål. Det Norske Samlaget. ISBN 9788252176483. 150 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2B Lærarrettleiing : Nynorsk. Det Norske Samlaget. ISBN 9788252177831. 151 s. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2A grunnbok : nynorsk. Det Norske Samlaget. ISBN 9788252176353. 117 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland; Sachdeva, Shipra; Kaufmann, Odd Tore & Maugesten, Marianne (2025). Preservice teachers and their computational thinking perspectives. Fulltekst i vitenarkiv
• Maugesten, Marianne; Kaufmann, Odd Tore; Jemai, Khaled Ben Latief; Rangnes, Toril Eskeland & Sachdeva, Shipra (2025). Preservice teachers’ identity as programmers in mathematics. Fulltekst i vitenarkiv
• Stenseth, Børre & Kaufmann, Odd Tore (2023). Algoritmer. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. s. 13–16. Fulltekst i vitenarkiv
• Maugesten, Marianne; Kaufmann, Odd Tore & Meaney, Tamsin Jillian (2023). We are digital natives - preservice teachers' professional mathematical identities. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Stenseth, Børre & Forsström, Sanna Erika (2022). Programmering i matematikkundervisningen, QED1-7 Matematikk for grunnskolelærerutdanningen, Bind 1, 2. utgave. Cappelen Damm Akademisk. ISSN 9788202491888. s. 545–617. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2022). These tasks are very good but inappropriate for my students. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Maugesten, Marianne & Meaney, Tamsin Jillian (2022). Preservice teachers’ views on programming as part of their professional identity as mathematics teachers. Fulltekst i vitenarkiv
• Larsen, Hanne & Kaufmann, Odd Tore (2022). Matte-forskere advarer mot talentsentre. [Radio]. NRK. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Stenseth, Børre; Berggren, Stein Arnold & Forsström, Sanna Erika (2021). Whats my angle? Students cooperating to make a square. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore & Maugesten, Marianne (2021). I Don't know much about programming - but I think it's good for mathematics. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2020). Programming in mathematics education. Fulltekst i vitenarkiv
• Bjørkeng, Per Kristian & Kaufmann, Odd Tore (2020). Nesten ingen lærere kan faget de nå skal lære bort. [Journal]. Aftenposten. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore & Stenseth, Børre (2020). Programmering vil bli en utfordring for lærere. [Journal]. Forskning.no. Fulltekst i vitenarkiv
• NRK, nyhetsjournalist & Kaufmann, Odd Tore (2020). Programmering i skolen. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore & Ryve, Andreas (2019). Construction of teachers’ role in collegial discussions. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore & Maugesten, Marianne (2019). Jeg vet ikke nok om programmering(men jeg tror det er viktig for matematikkundervisningen). Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Grinderud, Kristine Charlotte & Forsström, Sanna Erika (2019). Integrating programming in mathematics education. Fulltekst i vitenarkiv
• Stenseth, Børre; Kaufmann, Odd Tore & Forsström, Sanna Erika (2019). Programmering og matematikk. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. s. 7–12. Fulltekst i vitenarkiv
• 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). Fulltekst i vitenarkiv
• Kaufmann, Odd Tore & Olafsen, Audun Rojahn (2018). Intervju med lærere. [Journal]. Tangenten - Tidsskrift for matematikkundervisning. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2018). How do students encounter and reason about multiplication in primary school classroom context? Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2018). The “divergence” between research on the use of programming in school and what happens in many national curriculums. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore & Olafsen, Audun Rojahn (2018). Å gjøre feil er en av de beste måtene å lære matematikk på. Fulltekst i vitenarkiv Vis sammendrag

  Mange elever i grunnskolen er nervøse og forsøker unngå matematikkoppgaver på skolen i frykt for å gjøre feil. De mister raskt motivasjonen for faget. Disse elevene tar med seg en uvane i skolen og senere i livet, fordi de ender opp med å unngå det vanskeligste arbeidet. Fra dagliglivet vet vi at for eksempel suksessfulle grundere gjør flere feil, og lærer av sine feil. Også fra idretten hører vi ofte av de beste at de har lært av sine feil. Å gjøre feil er en av de mest nyttige måtene å lære i matematikk på. Hjernene våre utvikler seg når vi gjør en feil og tenker på feilen. I denne verkstedpresentasjonen blir det først en kort presentasjon av hvordan lærere behandler feil i klasserommet. Deretter ser vi konkret på hvordan lærere kan behandle feil i klasserommet. Videre blir det arbeid med konkrete aktiviteter og oppgaver som kan være med på å ufarliggjøre feil som elevene gjør, og at elevene lærere av feil de gjør i arbeidet med oppgaven. Verkstedet avsluttes med en diskusjon om hvordan lærere kan møte feil i klasserommet.

• Kaufmann, Odd Tore (2017). Teachers’ attention to student thinking, mathematical content, teachers’ role and lesson management in a professional learning community. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Bostrøm, Edgar & Berntsen, Kristina Rakneberg (2016). Programmering i matematikkundervisningen. Fulltekst i vitenarkiv
• Lilleby, Thomas; Holone, Harald & Kaufmann, Odd Tore (2015). Programmering i klasserommet. [Journal]. Halden Arbeiderblad. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2012). Dei grunnleggjande ferdigheitene i "Matte overalt". Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2011). Symposium: Klasseromsforskning. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2011). Realfag i Fredrikstadskolen: Har lærerne didaktisk kompetanse? Hvordan kan de bruke den for å fremme resultatene i skolene? Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2011). Regneartene overalt - tidlig med ikke vågalt. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2010). Bruk av konkreter. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 21(1), s. 23–26. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Nytt på nytt med matematikk. Fulltekst i vitenarkiv Vis sammendrag

  Foredrag ved østlandske lærestevne

• Kaufmann, Odd Tore (2010). Elevers forståelse av multiplikasjon. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2010). Elevenes første møte med multiplikasjon på småskoletrinnet. En sosiokulturell tilnærming til appropriering av multiplikasjon i klasserommet. Universitetet i Agder. ISSN 9788271176723. Fulltekst i vitenarkiv

Se alle arbeider i NVA