Publications

Here are links to my complete vita in pdf. See also my list of publications in Cristin.

Below is a list of my publications in reverse chronological order:

In press

  1. Mosvold, R. & Fauskanger, J. (in press). Explanatory talk in a Norwegian pre-service teacher’s instruction. Paper presented at the 2017 NORMA conference.
  2. Maugesten, M., Mosvold, R., & Fauskanger, J. (in press). Second graders’ reflections about the number 24. Paper presented at the 2017 NORMA conference.
  3. Fauskanger, J., Mosvold, R., Valenta, A., & Bjuland, R. (in press). Good mathematics teaching as constructed in Norwegian teachers’ discourses. Paper presented at the 2017 NORMA conference.
  4. Sakonidis, C., Drageset, O. G., Mosvold, R., Skott, J., & Taylan, R. D. (in press). Introduction to the contributions of TWG19: mathematics teachers and classroom practices. To appear in the proceedings of the 10th Congress of European Research in Mathematics Education (CERME 10).
  5. Mamba, F., Mosvold, R., & Bjuland, R. (in press). A preservice secondary teacher’s pedagogical content knowledge for teaching algebra. To appear in the proceedings of the 10th Congress of European Research in Mathematics Education (CERME 10).
  6. Tyskerud, A., Fauskanger, J., Mosvold, R. & Bjuland, R. (in press). Investigating Lesson Study as a practice-based approach to study the development of mathematics teachers’ professional practice. To appear in the proceedings of the 10th Congress of European Research in Mathematics Education (CERME 10).
  7. Mosvold, R. & Hoover, M. (in press). Mathematical knowledge for teaching and the teaching of mathematics.To appear in the proceedings of the 10th Congress of European Research in Mathematics Education (CERME 10).
  8. Fauskanger, J. & Mosvold, R. (in press). Mathematical tasks of teaching in teacher education: What can be learned from a challenging case? To appear in the proceedings of the 10th Congress of European Research in Mathematics Education (CERME 10).
  9. Mosvold, R., Bjuland, R., & Fauskanger, J. (in press). Investigating potential improvements of mathematics student teachers’ instruction from Lesson Study. To appear in the proceedings of the 10th Congress of European Research in Mathematics Education (CERME 10).
  10. Mwadzaangati, L., Mosvold, R., & Bjuland, R. (in press). Investigating the work of teaching geometric proof: The case of a Malawian secondary mathematics teacher. Proceedings of the ERME Topic Conference ETC3 on mathematics teaching, resources and teacher professional development. Berlin, Germany.

2017

  1. Mosvold, R. (2017). Studier av undervisningskunnskap i matematikk: Internasjonale trender og nordiske bidragNordic Studies in Mathematics Education, 22(2), 51–69.
  2. Fauskanger, J. & Mosvold, R. (2017). Mathematics discourse in student teachers’ instruction: The case of a Norwegian student teacher. In M.K. Mhlolo, S.N. Matoti, & B. Fredericks (Eds.), Proceedings of The 25th Annual Meeting of the Southern African Association of Research in Mathematics, Science & Technology Education (SAARMSTE): Book of long papers (pp. 41–51). Bloemfontein, South Africa: SAARMSTE.

2016

  1. Sæbbe, P.-E. & Mosvold, R. (2016). Initiating a conceptualization of the professional work of teaching mathematics in kindergarten in terms of discourse. Nordic Studies in Mathematics Education, 21(4), 79–93.
  2. Fauskanger, J. & Mosvold, R. (2016). Fra kunnskap til praksis: endring i fokus i matematikkfaget i lærerutdanningen. Skolehistorisk Årbok for Rogaland, 33, 56–64.
  3. Mosvold, R., Hanssen, B., & Fauskanger, J. (2016). På jakt etter fagdidaktikk i nasjonale retningslinjer for grunnskolelærerutdanningens matematikkfag. Acta Didactica Norge, 10(3), Art. 6.
  4. Fauskanger, J. & Mosvold, R. (2016). Lærerarbeidets matematiske undervisningsoppgaver. Nordic Studies in Mathematics Education, 21(3), 73–88.
  5. Fauskanger, J. & Mosvold, R. (2016). Why are mathematics teachers “not sure”? Mathematics Teacher Education and Development, 18(2), 107–123.
  6. Kajander, A., Holm, J., Mosvold, R., Millsaps, G., & Underwood, D. (2016). Three international examples of mathematics content courses for elementary teachers. In L. C. Hart, S. Oesterle, S. S. Auslander, & A. Kajander (Ed.), The Mathematics Education of Elementary Teachers: Issues and Strategies for Content Courses (chapter 6). Information Age Publishing.
  7. Mosvold, R. & Bjuland, R. (2016). Positioning in identifying narratives of/about pre-service mathematics teachers in field practice. Teaching and Teacher Education, 58, 90–98.
  8. Fauskanger, J., Mosvold, R., & Kristensen, M. (2016). Født sånn, eller blitt sånn? Matematikklæreres oppfatninger om evnen til å undervise. Acta Didactica Norge, 10(1), Art. 7.
  9. Mosvold, R. & Bjuland, R. (2016). Aktivitetsteoretiske perspektiver på Lesson Study og praksisopplæring i grunnskolelærerutdanning. I B.O. Hallås & G.Grimsæth (red.), Lesson Study i en nordisk kontekst (s. 178–194). Oslo: Gyldendal Akademisk.
  10. Mosvold, R. & Ohnstad, F. O. (2016). Profesjonsetiske perspektiver på læreres omtaler av eleverNorsk Pedagogisk Tidsskrift, 100(1), 26–36.
  11. Mosvold, R. & Hoover, M. (2016). Mathematical knowledge for teaching: Developing measures and measuring development (guest editorial)The Mathematics Enthusiast, 13(1–2), 1–2.
  12. Hoover, M., Mosvold, R., Ball, D. L., & Lai, Y. (2016). Making progress on mathematical knowledge for teachingThe Mathematics Enthusiast, 13(1–2), 3–34.
  13. Mosvold, R. (2016). The work of teaching mathematics from a commognitive perspective. In W. Mwakapenda, T. Sedumedi, & M. Makgato (Eds.), Proceedings of the 24th annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) 2016 (pp. 186–195). Pretoria, South Africa: SAARMSTE.

2015

  1. Potari, D., Figueiras, L., Mosvold, R., Sakonidis, C., & Skott, J. (2015). Introduction to the papers and posters of TWG 19: Mathematics teacher and classroom practices. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 2968–2973). European Society for Research in Mathematics Education.
  2. Fauskanger, J. & Mosvold, R. (2015). Why are Laura and Jane «not sure»? In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 3192–3198). European Society for Research in Mathematics Education.
  3. Sæbbe, P.E. & Mosvold, R. (2015). Asking productive mathematical questions in kindergarten. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 1982–1988). European Society for Research in Mathematics Education.
  4. Mosvold, R. (2015). Interdiscursivity and developing mathematical discourse for teaching. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 3079–3085). European Society for Research in Mathematics Education.
  5. Bjuland, R., Mosvold, R., & Fauskanger, J. (2015). What questions do mathematics mentor teachers ask? In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 2762–2768). European Society for Research in Mathematics Education.
  6. Bjuland, R., Mosvold, R., & Fauskanger, J. (2015). Pre-service teachers developing lesson plans in field practice. In H. Silfverberg, T. Kärki, & M.S. Hannula (Eds.), Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014 (pp. 51–60). Studies in Subject Didactics 10. Turku: The Finnish Research. Association for Subject Didactics.
  7. Fauskanger, J. & Mosvold, R. (2015). The difficulties of measuring types of mathematics teachers’ knowledge. In H. Silfverberg, T. Kärki, & M.S. Hannula (Eds.), Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014 (pp. 71–80). Studies in Subject Didactics 10. Turku: The Finnish Research. Association for Subject Didactics.
  8. Mosvold, R. & Sæbbe, P.-E. (2015). Tasks of teaching mathematics in kindergarten. In H. Silfverberg, T. Kärki, & M.S. Hannula (Eds.), Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014 (pp. 371–380). Studies in Subject Didactics 10. Turku: The Finnish Research. Association for Subject Didactics.
  9. Mosvold, R. (2015). Potential uses of social media in and for mathematics education research. In H. Silfverberg, T. Kärki, & M.S. Hannula (Eds.), Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014 (pp. 401–405). Studies in Subject Didactics 10. Turku: The Finnish Research. Association for Subject Didactics.
  10. Bjuland, R. & Mosvold, R. (2015). Lesson study in teacher education: learning from a challenging caseTeaching and Teacher Education, 52, 83–90.
  11. Mosvold, R. (2015). Lærerstudenters tingliggjøring av elevers prestasjoner. Tidsskriftet FoU i praksis, 9(1), 51–66.
  12. Fauskanger, J. & Mosvold, R. (2015). En metodisk studie av innholdsanalyse – med analyser av matematikklæreres undervisningskunnskap som eksempel. Nordic Studies in Mathematics Education, 20(2), 79–96.
  13. Mosvold, R. & Fauskanger, J. (2015). Kartlegging av læreres kunnskap er ikke enkeltActa Didactica Norge, 9(1), Art. 7.
  14. Mosvold, R. & Bjuland, R. (2015). Lærerstudenters utvikling av matematikklæreridentitet. Norsk Pedagogisk Tidsskrift, 99(2), 97–109.
  15. Mosvold, R., Fauskanger, J., & Jakobsen, A. (2015). Adapted Mathematical Knowledge for Teaching Measures: Reliable, But Still Challenging. In D. Huillet (Ed.), Mathematics, Science and Technology Education for Empowerment and Equity: Final Proceedings (pp. 380–385). Maputo, Mozambique: SAARMSTE.
  16. Jakobsen, A. & Mosvold, R. (2015). Mathematical Knowledge for Teaching in Africa – A Review of Empirical Research. In D. Huillet (Ed.), Mathematics, Science and Technology Education for Empowerment and Equity: Final Proceedings (pp. 115–124). Maputo, Mozambique: SAARMSTE.
  17. Jankvist, U. T., Mosvold, R., Fauskanger, J., & Jakobsen, A. (2015). Analyzing the use of history of mathematics through MKT. International Journal of Mathematical Education in Science and Technology, 46(4), 495–507. http://dx.doi.org/10.1080/0020739X.2014.990528

2014

  1. Bjuland, R. & Mosvold, R. (2014). Lærerstudenters refleksjoner om utvikling av læringsfellesskap. Uniped – Tidsskrift for Universitets- og Høgskolepedagogikk, 37(4), 46–57.
  2. Hoover, M., Mosvold, R. & Fauskanger, J. (2014). Common tasks of teaching as a resource for measuring professional content knowledge internationally. Nordic Studies in Mathematics Education, 19(3–4), 7–20.
  3. Fauskanger, J. & Mosvold, R. (2014). Studying teachers’ knowledge by the use of multiple-choice items. The case of “I’m not sure”Nordic Studies in Mathematics Education, 19(3–4), 41–55.
  4. Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2014). Undervisningskunnskap i matematikk for lærere på 1.–7. trinn. In K.R.C. Hinna, R.A. Rinvold & T. Gustavsen (Eds.), QED 1–7. Matematikk for grunnskolelærerutdanningen, Bind 2 (pp. 631–656). Oslo: Cappelen Damm Akademisk.
  5. Mosvold, R. & Fauskanger, J. (2014, September 25). Teachers’ beliefs about mathematical horizon content knowledge. International Journal for Mathematics Teaching and Learning. Retrieved September 26, 2014, from http://www.cimt.plymouth.ac.uk/journal/mosvold2.pdf
  6. Fauskanger, J. & Mosvold, R. (2014). Innholdsanalysens muligheter i utdanningsforskning. Norsk Pedagogisk Tidsskrift, 98(2), 127–139.
  7. Mosvold, R., Fauskanger, J., & Bjuland, R. (2014). Fra “de” til “vi”? – fokus i lærerstudenters refleksjoner før og etter en praksisperiode i matematikk. In A.B. Reinertsen, B. Groven, A. Knutas, & A. Holm (Eds.), FoU i praksis 2013 conference proceedings (pp. 192–200). Trondheim: Akademika forlag
  8. Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2014). Undervisningskunnskap i matematikk for lærere på 5.–10. trinn. In T. Gustavsen, K.R.C. Hinna, P.S. Andersen & I.C. Borge (Eds.), QED Matematikk for grunnskolelærerutdanningen 5–10, Bind 2 (pp. 567–588). Oslo: Cappelen Damm Akademisk.
  9. Mosvold, R., Jakobsen, A., & Jankvist, U.T. (2014). How mathematical knowledge for teaching may profit from the study of history of mathematicsScience & Education, 23(1), 47–60.

2013

  1. Mosvold, R., Fauskanger, J., Bjuland, R., & Jakobsen, A. (2013). Using content analysis to investigate student teachers’ beliefs about pupils. In B. Ubuz, C. Haser, & M.A. Mariotti (Eds.), Proceedings of the Eighteenth Congress of the European Society for Research in Mathematics Education (pp. 1389–1398). Ankara, Turkey: European Society for Research in Mathematics Education.
  2. Fauskanger, J. & Mosvold, R. (2013). Analyzing focused discussions based on MKT items to learn about teachers’ beliefs. In B. Ubuz, C. Haser, & M.A. Mariotti (Eds.), Proceedings of the Eighteenth Congress of the European Society for Research in Mathematics Education (pp. 1339–1348). Ankara, Turkey: European Society for Research in Mathematics Education.
  3. Mosvold, R. & Fauskanger, J. (2013). Teachers’ beliefs about mathematical knowledge for teaching definitions. International Electronic Journal of Mathematics Education, 8(2-3), 43-61.
  4. Hart, L., Swars, S., Oesterle, S., Kajander, A., Browning, C., Thanheiser, E., Feldman, Z., Harrison, J. L., Harrison, R., Hillen, A., Hwang, S., Ko, W., Liljedahl, P., Millsaps, G., Mosvold, R., Olanoff, D., Olsen, M., Slovin, H., Stordy, M., Tobias, J., Welder, R., Underwood-Gregg, D., & Yoder, M. (2013). Developing elementary teachers’ mathematical knowledge for teaching: Identifying important issues. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1202–1301). Chicago, IL: University of Illinois at Chicago.
  5. Sæbbe, P.E. & Mosvold, R. (2013). “Han går oppover mens han går nedover!” Femåringers refleksjoner om vertikal forflytning i forbindelse med klatring. Nordisk barnehageforskning, 6, art.nr. 18, 1–15.
  6. Størksen, I. & Mosvold, R. (2013). Assessing early math skills with tablet computers: Development of the Ani Banani Math Test (ABMT) for young children. Paper presented at Program seminar arranged by UTDANNING2020. Oslo, Norway.
  7. Fauskanger, J. & Mosvold, R. (2013). Teachers’ mathematical knowledge for teaching equality. In A.M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 289–296). Kiel, Germany: PME.
  8. Fauskanger, J. & Mosvold, R. (2013). “Det ligger jo i bunn for alt” – om læreres oppfatning av undervisningskunnskap knyttet til posisjonssystemet. In I. Pareliussen, B. B. Moen, A. Reinertsen, & T. Solhaug (Eds.), FoU i praksis 2012 conference proceedings (pp. 86–93). Trondheim: Akademika forlag.
  9. Fauskanger, J. & Mosvold, R. (2013). Studying teachers’ epistemic beliefs by using focused discussions based on MKT items. Paper presented at the 2013 CERME conference. Antalya, Turkey.
  10. Mosvold, R., Fauskanger, J., Bjuland, R., & Jakobsen, A. (2013). Who are “they”? Student teachers’ beliefs. Paper presented at the 2013 CERME conference. Antalya, Turkey.

2012

  1. Fauskanger, J. & Mosvold, R. (2012). “Wrong, but still right” – Teachers reflecting on MKT items. In L.R. Van Zoest, J.J. Lo, & J.L. Kratky (Eds.), Proceedings of the 34th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education: Navigating transitions along continuums (pp. 423-429). Kalamazoo, MI: Western Michigan University.
  2. Jankvist, U.T., Mosvold, R., Fauskanger, J., & Jakobsen, A. (2012). Mathematical knowledge for teaching in relation to history in mathematics education. Paper presented at the 2012 ICME conference. Seoul, South-Korea.
  3. Mosvold, R. & Fauskanger, J. (2012). Teachers’ knowledge of mathematical definitions: What they need to know and what they think they need to know. Paper presented at the 2012 Annual Meeting of the American Educational Research Association, Vancouver, Canada.
  4. Mosvold, R. (2012). Førskolelærerens utfordringer knyttet til arbeidet med antall, rom og form i barnehagen. In M. Alvestad & T. Vist (Eds.), Læringskulturer i barnehagen: Flerfaglige forskningsperspektiver (pp. 92-114). Oslo: Cappelen Damm Akademisk.
  5. Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2012). Correlations between teachers’ MKT in different content areas. In G. H. Gunnarsdóttir, F. Hreinsdóttir, G. Pálsdóttir, M. Hannula, M. Hannula-Sormunen, E. Jablonka, U. T. Jankvist, A. Ryve, P. Valero & K. Wæge (Eds.), Proceedings of NORMA 11, The sixth Nordic Conference on Mathematics Education (pp. 359-368). Reykjavik: University of Iceland Press.
  6. Mosvold, R. & Fauskanger, J. (2012). Testing av matematikklærere – Nei takk, men ja til faglige diskusjoner. Bedre Skole, nr. 2, 52-55.
  7. Fauskanger, J., Jakobsen, A., Mosvold, R., & Bjuland, R. (2012). Analysis of psychometric properties as part of an iterative adaptation process of MKT items for use in other countries. ZDM – The International Journal of Mathematics Education, 44(3), 387-399.
  8. Ng, D., Mosvold, R., & Fauskanger, J. (2012). Translating and Adapting the Mathematical Knowledge for Teaching (MKT) Measures: The Cases of Indonesia and Norway. The Mathematics Enthusiast, 9(1&2), 149-178.

2011

  1. Fauskanger, J., Mosvold, R., Bjuland, R., & Jakobsen, A. (2011). Does the format matter? How the multiple-choice format might complicate the MKT items. Nordic Studies in Mathematics Education, 16(4), 45-67.
  2. Mosvold, R. & Alvestad, M. (2011). Learning cultures in early childhood educational contexts. International Journal of Early Childhood, 43(3), 189-198.
  3. Mosvold, R. & Bjuland, R. (2011). An activity theory view on learning studies. International Journal of Early Childhood, 43(3), 261-275.
  4. Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2011). Comparison of item performance in a Norwegian study using U.S. developed mathematical knowledge for teaching measures. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 1575-1584). University of Rzeszów, Poland.
  5. Mosvold, R., Bjuland, R., Fauskanger, J., & Jakobsen, A. (2011). Similar but different – investigating the use of MKT in a Norwegian kindergarten setting. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 1802-1811). University of Rzeszów, Poland.
  6. Jakobsen, A., Mosvold, R., Bjuland, R., & Fauskanger, J. (2011). What can be learned from comparing performance of mathematical knowledge for teaching items found in Norway and in the U.S.? In: 11th International Conference of The Mathematics Education into the 21st Century Project Turning Dreams into Reality: Transformations and Paradigm Shifts in Mathematics Education. Oxford University Press.
  7. Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2011). Correlations between Norwegian teachers’ mathematical knowledge for teaching scaled scores in three different content areas. Paper presented at the 2011 NORMA conference.
  8. Jakobsen, A., Mosvold, R., Bjuland, R., & Fauskanger, J. (2011). Some results found using U.S. developed measures for teachers’ mathematical knowledge for teaching in Norway. Paper presented at The 5th Annual International Conference on Mathematics & Statistics. (Athens, Greece)
  9. Jakobsen, A., Mosvold, R., Bjuland, R., & Fauskanger, J. (2011). What can be learned from comparing performance of mathematical knowledge for teaching items found in Norway and in the U.S.? Paper presented at The 11th International Conference of the Mathematics Education into the 21st Century Project. (Grahamstown, South Africa)
  10. Mosvold, R., Bjuland, R., Fauskanger, J., & Jakobsen, A. (2011). Similar but different – Investigating the use of MKT in a Norwegian kindergarten setting. Paper presented at the 2011 CERME conference.
  11. Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2011). Item performance characteristics found in a Norwegian study using mathematical knowledge for teaching measures. Paper presented at the 2011 CERME conference

2010

  1. Fauskanger, J., Mosvold, R., & Bjuland, R. (2010). Hva må læreren kunne? Tangenten, 21(4), 35-38.
  2. Fauskanger, J., Bjuland, R., & Mosvold, R. (2010). “Eg kan jo multiplikasjon, men ka ska eg gjørr?” – det utfordrende undervisningsarbeidet i matematikk. In T. Løkensgard Hoel, G. Engvik, & B. Hanssen (Eds.), Ny som lærer – sjansespill og samspill (pp. 99-114). Trondheim: Tapir Akademisk Forlag.
  3. Mosvold, R. (2010). Teachers use of projects and textbook tasks to connect mathematics with everyday life. In B. Sriraman, C. Bergsten, S. Goodchild, G. Palsdottir, B.D. Søndergaard, & L. Haapasalo (Eds.), The First Sourcebook on Nordic Research in Mathematics Education (pp. 169-180). Information Age Publishing.
  4. Fauskanger, J. & Mosvold, R. (2010). Undervisningskunnskap i matematikk: Tilpasning av en amerikansk undersøkelse til norsk, og læreres opplevelse av undersøkelsen. Norsk Pedagogisk Tidsskrift, 94(2), 112-123.

2009

  1. Mosvold, R., Fauskanger, J., Jakobsen, A., & Melhus, K. (2009). Translating test items into Norwegian – without getting lost in translation? Nordic Studies in Mathematics Education, 14(4), 101-123.
  2. Mosvold, R. (2009). Å regne – med utgangspunkt i dagligdagse situasjoner. In J. Fauskanger, R. Mosvold & E. Reikerås (Eds.), Å regne i alle fag (pp. 44-55). Oslo: Universitetsforlaget.
  3. Fauskanger, J. & Mosvold, R. (2009). Å regne – en introduksjon. In J. Fauskanger, R. Mosvold & E. Reikerås (Eds.), Å regne i alle fag (pp. 13-18). Oslo: Universitetsforlaget.
  4. Fauskanger, J., Mosvold, R. & Reikerås, E. (Eds.) (2009). Å regne i alle fag. Oslo: Universitetsforlaget.
  5. Fauskanger, J., & Mosvold, R. (2009). Teachers’ beliefs and knowledge about the place value system. In C. Winsløw (Ed.), NORDIC RESEARCH IN MATHEMATICS EDUCATION Proceedings from NORMA08 in Copenhagen, April 21-April 25, 2008 (pp. 159-166). Rotterdam, The Netherlands: Sense Publishers.
  6. Mosvold, R. & Fauskanger, J. (2009). Challenges of translating and adapting the MKT measures for Norway. Paper presented at the AERA 2009 Annual Meeting.
  7. Fauskanger, J., & Mosvold, R. (2009). Etter- og videreutdanning av matematikklærere: Et spørsmål om antall studiepoeng, eller om INNHOLD? Utdanning, nr. 6, 48-51.

2008

  1. Mosvold, R. (2008, July 3). Real life connections in Japan and the Netherlands: National teaching patterns and cultural beliefs. International Journal of Mathematics Teaching and Learning. Retrieved October 19, 2009, from http://www.cimt.plymouth.ac.uk/journal/mosvold.pdf
  2. Fauskanger, J. & Mosvold, R. (2008). Kunnskaper og oppfatninger – implikasjoner for etterutdanning. Norsk Pedagogisk Tidsskrift, 92(3), 187-197.
  3. Mosvold, R. (2008). Refleksjoner omkring hverdagsmatematikk. Tangenten, 20(2), 47-51.

2007

  1. Mosvold, R. (2007). Teaching ”Mathematics in everyday life”. In C. Bergsten et al. (Eds.): Relating Practice and Research in Mathematics Education. Proceedings of Norma 05, Fourth Nordic Conference on Mathematics Education, 389-399, Trondheim: Tapir Academic Press.

2006

  1. Bekken, O.B. & Mosvold, R. (2006). Reflektioner kring en videostudie. In J. Boesen et al. (Eds.), Lära och undervisa matematik – internationella perspektiv (pp. 215-228). Gothenburg: Göteborg University, National Center for Mathematics Education.
  2. Mosvold, R. (2006c). Matematikk i dagliglivet – fra tanke til handling. Bedre skole, nr. 4, 13-16.
  3. Mosvold, R. (2006b). Takvinkler til besvær. Nämnaren, nr. 4, 40-43.
  4. Mosvold, R. (2006a). Mathematics in everyday life – a study of beliefs and actions. Bergen: University of Bergen. PhD-thesis.

2005

  1. Mosvold, R. (2005b). Hverdagsmatematikk i en sammensatt undervisningshverdag. Utdanning, nr. 5, 54-55.
  2. Mosvold, R. (2005a). Takvinkler til besvær. Tangenten 17(1), 33-36.
  3. Brekke, G., Mosvold, R. og Streitlien, Å. (2005). Matematikk på nett. En evaluering av det nasjonale nettstedet “matematikk.org”. Notodden: TFN Rapport 01/05.

2004

  1. Bekken, O.B. & Mosvold, R. (2004). Reflections on a video study. In B. Clarke et al. (Eds.), International Perspectives on Learning and Teaching Mathematics. Gothenburg: Göteborg University, National Center for Mathematics Education.
  2. Mosvold, R. (Ed.) (2004). From the TIMSS 1999 Video Study of mathematics in seven countries. Notodden: TFN Rapport 04/04.

2003

  1. Mosvold, R. (2003). Genesis principles in mathematics education. In O.B. Bekken & R. Mosvold (Eds.), Study the Masters (pp. 85-96). Gothenburg: NCM.
  2. Bekken, O.B. & Mosvold, R. (Eds.) (2003). Study the Masters. Gothenburg: NCM.
  3. Mosvold, R. (2003). Mathematics in Everyday Life. Notodden: TFN Rapport 07/03.
  4. Bekken, O.B. & Mosvold, R. (2003). The TIMSS 1999 Video Study – Helping teachers to become reflective practitioners. Notodden: TFN Notat 01/03.

2002

  1. Mosvold, R. (2002). Matematikk i hverdagen – Vinkelbegrepet. Notodden: TFN Rapport 11/02.
  2. Mosvold, R. (2002). “Genetisk” – Begrepsforvirring eller begrepsavklaring. Notodden: TFN Rapport 10/02.
  3. Mosvold, R. (2002). Genesis principles in mathematics education. Notodden: TFN Rapport 09/02.
  4. Mosvold, R. (2002). Læreplanutvikling i historisk perspektiv – med fokus på “hverdagsmatematikk i dagliglivet”. Notodden: TFN Rapport 08/02.

2001

  1. Mosvold, R. (2001). Det genetiske prinsipp i matematikkdidaktikk. Kristiansand: Agder University College. Master thesis.