In the most recent issue of Nordic Studies in Mathematics Education, I published a review article on mathematical knowledge for teaching with a particular focus on Nordic contributions to this field of research. This article draws upon a literature review of research on mathematical knowledge for teaching from 2006 to 2013 that was lead by my colleague Mark Hoover from the University of Michigan. Since this most recent article is in Norwegian, I will summarize some of the highlights here.

As reported more extensively in an article entitled “Making Progress on Mathematical Knowledge for Teaching” (Hoover, Mosvold, Ball, & Lai, 2016), research in this field of research tend to focus on one of three main areas: 1) the nature and composition of MKT (28.9%), 2) improvement of MKT (42.6%), or 3) contribution of MKT (17.4%). Another 11.1% of the studies focus on what teachers know. From 2006 to 2013, there were only a few Nordic contributions to this research, and these studies were in categories 1 or 2. In my most recent review article (Mosvold, 2017), I suggest how Nordic researchers may contribute to this field of research. For instance, some studies apply variation theory to studies of mathematical knowledge for teaching, and the strong focus on theory is an asset of Nordic research in mathematics education that might be useful. In addition, some Nordic studies provide useful perspectives on the role of teacher educators and mentor teachers in the development of mathematical knowledge for teaching. Below is the English abstract, followed by references to the two mentioned articles:

In recent decades, researchers have shown an increasing interest concerning the mathematical knowledge that is specific to the work of teaching mathematics. In this article, Nordic contributions to this field are discussed in light of international research trends. The discussions draw upon results from a literature review of 190 empirical articles that were published in 2006–2013. In addition, Nordic studies that have been published after this are included in the discussion. Some of the studies focus on the nature and composition of this knowledge, other studies focus on the development of this knowledge, whereas a third group of studies focus on how teachers’ knowledge contributes to student learning and the quality of instruction. Further Nordic research in this field might contribute to strengthening theoretical perspectives and connections to practice.

**References**

Hoover, M., Mosvold, R., Ball, D. L., & Lai, Y. (2016). Making progress on mathematical knowledge for teaching. *The Mathematics Enthusiast, 13*(1–2), 3–34.

Mosvold, R. (2017). Studier av undervisningskunnskap i matematikk: Internasjonale trender og nordiske bidrag. *Nordic Studies in Mathematics Education, 22*(2), 51–69.