Published articles

Below is a list of Mosvold’s peer reviewed journal articles in reverse chronological order. A more complete overview can be found in his Curriculum Vitae (pdf), or in his list of publications in Cristin.

  1. Mosvold, R., Fauskanger, J., & Wæge, K. (2018). Fra undervisningskunnskap i matematikk til kjernepraksiser – endringer i grunnskolelærerutdanningens matematikkfagUniped, 41(4), 401–411.
  2. Tyskerud, A., & Mosvold, R. (2018). Scrutinizing teacher-learner interactions on volumeNordic Studies in Mathematics Education, 23(2), 49–67.
  3. 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.
  4. Mosvold, R. (2017). Studier av undervisningskunnskap i matematikk: Internasjonale trender og nordiske bidragNordic Studies in Mathematics Education, 22(2), 51–69.
  5. 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.
  6. Mosvold, R., Hanssen, B., & Fauskanger, J. (2016). På jakt etter fagdidaktikk i nasjonale retningslinjer for grunnskolelærerutdanningens matematikkfag. Acta Didactica Norge, 10(3), Art. 6.
  7. Fauskanger, J. & Mosvold, R. (2016). Lærerarbeidets matematiske undervisningsoppgaverNordic Studies in Mathematics Education, 21(3), 73–88.
  8. Fauskanger, J. & Mosvold, R. (2016). Why are mathematics teachers “not sure”? Mathematics Teacher Education and Development, 18(2), 107–123.
  9. 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.
  10. 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.
  11. Mosvold, R. & Ohnstad, F. O. (2016). Profesjonsetiske perspektiver på læreres omtaler av eleverNorsk Pedagogisk Tidsskrift, 100(1), 26–36.
  12. Mosvold, R. & Hoover, M. (2016). Mathematical knowledge for teaching: Developing measures and measuring development (guest editorial)The Mathematics Enthusiast, 13(1–2), 1–2.
  13. Hoover, M., Mosvold, R., Ball, D. L., & Lai, Y. (2016). Making progress on mathematical knowledge for teachingThe Mathematics Enthusiast, 13(1–2), 3–34.
  14. Bjuland, R. & Mosvold, R. (2015). Lesson study in teacher education: learning from a challenging caseTeaching and Teacher Education, 52, 83–90.
  15. Mosvold, R. (2015). Lærerstudenters tingliggjøring av elevers prestasjoner. Tidsskriftet FoU i praksis, 9(1), 51–66.
  16. 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.
  17. Mosvold, R. & Fauskanger, J. (2015). Kartlegging av læreres kunnskap er ikke enkeltActa Didactica Norge, 9(1), Art. 7.
  18. Mosvold, R. & Bjuland, R. (2015). Lærerstudenters utvikling av matematikklæreridentitet. Norsk Pedagogisk Tidsskrift, 99(2), 97–109.
  19. 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
  20. Bjuland, R. & Mosvold, R. (2014). Lærerstudenters refleksjoner om utvikling av læringsfellesskap. Uniped – Tidsskrift for Universitets- og Høgskolepedagogikk, 37(4), 46–57.
  21. 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.
  22. 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.
  23. 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
  24. Fauskanger, J. & Mosvold, R. (2014). Innholdsanalysens muligheter i utdanningsforskningNorsk Pedagogisk Tidsskrift, 98(2), 127–139.
  25. 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.
  26. Mosvold, R. & Fauskanger, J. (2013). Teachers’ beliefs about mathematical knowledge for teaching definitions. International Electronic Journal of Mathematics Education, 8(2-3), 43–61.
  27. 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.
  28. 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.
  29. 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.
  30. 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.
  31. Mosvold, R. & Alvestad, M. (2011). Learning cultures in early childhood educational contexts. International Journal of Early Childhood, 43(3), 189–198.
  32. Mosvold, R. & Bjuland, R. (2011). An activity theory view on learning studies. International Journal of Early Childhood, 43(3), 261–275.
  33. 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.
  34. 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
  35. Fauskanger, J. & Mosvold, R. (2008). Kunnskaper og oppfatninger – implikasjoner for etterutdanning. Norsk Pedagogisk Tidsskrift, 92(3), 187–197.