Publications

Mosvold has published more than 80 peer-reviewed publications. A complete overview can be found in his Curriculum Vitae, or in his list of publications in Cristin. Below is a list of his most recent journal articles. More information about Mosvold’s publications can also be found on his Google Scholar profile, his profile at ResearchGate, and on his ORCID profile.

  1. Mosvold, R., Wæge, K., & Fauskanger, J. (in press). Teacher Time Out as a Site for Studying Mathematical Knowledge for Teaching. The Journal of Mathematical Behavior.
  2. Mosvold, R. (2022). Mathematical knowledge for teaching in Africa 2014–2021: A review of literature. African Journal of Teacher Education and Development, 1(1), a10. https://doi.org/10.4102/ajoted.v1i1.10 
  3. Gobede, F., & Mosvold, R. (2022). Studying dilemmas of mathematics teaching in Southern Africa. African Journal of Teacher Education and Development, 1(1), a4. https://doi.org/10.4102/ajoted.v1i1.4 
  4. Gobede, F., Mosvold, R., & Jakobsen, A. (2022). Comparing two frameworks for exploring the quality of mathematics teaching in a Malawian primary classroom. African Journal of Research in Mathematics, Science and Technology Education, 26(2), 100–110. https://doi.org/10.1080/18117295.2022.2100662
  5. Justnes, C. N., & Mosvold, R. (2022). Scrutinizing Norwegian kindergarten teachers’ considerations about talk moves. Nordic Studies in Mathematics Education, 27(2), 5–20.
  6. Maugesten, M., Mosvold, R., & Fauskanger, J. (2021). Matematikklæreres refleksjoner om egne undervisningsutfordringer. Acta Didactica Norden, 15(1). https://doi.org/10.5617/adno.8640 
  7. Jankvist, U. T., Clark, K. M., & Mosvold, R. (2020). Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator training. Journal of Mathematics Teacher Education, 23(3), 311–332. doi:10.1007/s10857-018-09424-x
  8. Mosvold, R., Fauskanger, J., & Wæge, K. (2018). Fra undervisningskunnskap i matematikk til kjernepraksiser – endringer i grunnskolelærerutdanningens matematikkfag. Uniped, 41(4), 401–411.
  9. Tyskerud, A., & Mosvold, R. (2018). Scrutinizing teacher-learner interactions on volume. Nordic Studies in Mathematics Education, 23(2), 49–67.
  10. Larssen, D.L.S., Cajkler, W., Mosvold, R., Bjuland, R., Helgevold, N., Fauskanger, J., Wood, P., Baldry, F., Jakobsen, A., Bugge, H.E., Næsheim-Bjørkvik, G., & Norton, J. (2018). A literature review of lesson study in initial teacher education: perspectives about learning and observation. International Journal for Lesson & Learning Studies, 7(1), 8–22.
  11. Mosvold, R. (2017). Studier av undervisningskunnskap i matematikk: Internasjonale trender og nordiske bidrag. Nordic Studies in Mathematics Education, 22(2), 51–69.
  12. 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.
  13. Mosvold, R., Hanssen, B., & Fauskanger, J. (2016). På jakt etter fagdidaktikk i nasjonale retningslinjer for grunnskolelærerutdanningens matematikkfag. Acta Didactica Norge, 10(3), Art. 6.
  14. Fauskanger, J. & Mosvold, R. (2016). Lærerarbeidets matematiske undervisningsoppgaver. Nordic Studies in Mathematics Education, 21(3), 73–88.
  15. Fauskanger, J. & Mosvold, R. (2016). Why are mathematics teachers “not sure”? Mathematics Teacher Education and Development, 18(2), 107–123.
  16. 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.
  17. 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.
  18. Mosvold, R. & Ohnstad, F. O. (2016). Profesjonsetiske perspektiver på læreres omtaler av elever. Norsk Pedagogisk Tidsskrift, 100(1), 26–36.
  19. Mosvold, R. & Hoover, M. (2016). Mathematical knowledge for teaching: Developing measures and measuring development (guest editorial). The Mathematics Enthusiast, 13(1–2), 1–2.
  20. 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.
  21. Bjuland, R. & Mosvold, R. (2015). Lesson study in teacher education: learning from a challenging case. Teaching and Teacher Education, 52, 83–90.
  22. Mosvold, R. (2015). Lærerstudenters tingliggjøring av elevers prestasjoner. Tidsskriftet FoU i praksis, 9(1), 51–66.
  23. 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.
  24. Mosvold, R. & Fauskanger, J. (2015). Kartlegging av læreres kunnskap er ikke enkelt. Acta Didactica Norge, 9(1), Art. 7.
  25. Mosvold, R. & Bjuland, R. (2015). Lærerstudenters utvikling av matematikklæreridentitet. Norsk Pedagogisk Tidsskrift, 99(2), 97–109.
  26. 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
  27. Bjuland, R. & Mosvold, R. (2014). Lærerstudenters refleksjoner om utvikling av læringsfellesskap. Uniped – Tidsskrift for Universitets- og Høgskolepedagogikk, 37(4), 46–57.
  28. 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.
  29. 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.
  30. 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
  31. Fauskanger, J. & Mosvold, R. (2014). Innholdsanalysens muligheter i utdanningsforskning. Norsk Pedagogisk Tidsskrift, 98(2), 127–139.
  32. Mosvold, R., Jakobsen, A., & Jankvist, U.T. (2014). How mathematical knowledge for teaching may profit from the study of history of mathematics. Science & Education, 23(1), 47–60.
  33. Mosvold, R. & Fauskanger, J. (2013). Teachers’ beliefs about mathematical knowledge for teaching definitions. International Electronic Journal of Mathematics Education, 8(2-3), 43–61.
  34. 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.
  35. 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.
  36. 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.
  37. 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.
  38. Mosvold, R. & Alvestad, M. (2011). Learning cultures in early childhood educational contexts. International Journal of Early Childhood, 43(3), 189–198.
  39. Mosvold, R. & Bjuland, R. (2011). An activity theory view on learning studies. International Journal of Early Childhood, 43(3), 261–275.
  40. 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.
  41. 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
  42. Fauskanger, J. & Mosvold, R. (2008). Kunnskaper og oppfatninger – implikasjoner for etterutdanning. Norsk Pedagogisk Tidsskrift, 92(3), 187–197.