Guri Nortvedt

• Wiese, Eline & Nortvedt, Guri A. (2024). Migrant students’ experiences with and perceptions of assessment in Norwegian lower secondary schools. International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2024.2337056. Full text in Research Archive
• Wiese, Eline & Nortvedt, Guri A. (2023). Teacher assessment literacy in culturally and linguistically diverse classrooms: A Norwegian case study. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 135. doi: 10.1016/j.tate.2023.104357. Full text in Research Archive
• Radišić, Jelena; Nortvedt, Guri A. & Runde, Ragnhild Kobro (2022). Relationships Between Mathematics Self-Belief: Exposure to ICT in School and Achievement on PISA 2012 Paper and Computer-Based Mathematics Assessment. In Martin, Christie; Miller, Bridget T & Polly, Drew (Ed.), Technology Integration and Transformation in STEM Classrooms. IGI Global. ISSN 9781668459201. Full text in Research Archive
• Buchholtz, Nils Frederik; Nortvedt, Guri-Anne; Lee, Kyungwon & Kwon, Oh Nam (2022). A comparative analysis of the orientation to mathematical competence acquisition in school curricula in Germany, Korea and Norway. In Buchholtz, Nils (Eds.), Initiationen mathematikdidaktischer Forschung. Springer Berlin/Heidelberg. ISSN 978-3-658-36765-7. Full text in Research Archive
• Fauskanger, Janne; Naalsund, Margrethe; Nilsen, Hans Kristian; Nortvedt, Guri A.; Pálsdóttir, Guðbjörg & Portaankorva-Koivisto, Päivi [Show all 9 contributors for this article] (2022). Bringing Nordic mathematics education into the future : a review of the papers presented at the NORMA20 conference. In 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 (Ed.), 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 978-91-984024-6-9. p. 281–294. Full text in Research Archive
• Junker, Astrid & Nortvedt, Guri A. (2022). Relations between grade 1 students' number sense and nonverbal and verbal reasoning. In 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 (Ed.), 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 978-91-984024-6-9. p. 105–112. Full text in Research Archive Show summary

  This study investigated relations between number sense and nonverbal and verbal reasoning in 75 Norwegian grade 1 students. Number sense was measured by a digital assessment utilising eight components of the foundational number sense (FoNS) framework in combination with reasoning measures. Analysis revealed that number sense related moderately to verbal reasoning and moderately to strongly to nonverbal reasoning. However, number sense components correlated differently to the two reasoning types. Our results support, extend, and contradict previous research, perhaps due to how number sense was operationalised and measured. We found arithmetic to be the component with the strongest correlation to both nonverbal and verbal reasoning, while estimation did not correlate significantly to any reasoning types. We discuss individual variations and the use of visual and verbal task demands, particularly number lines, to support or estimate.

• Nortvedt, Guri-Anne (2022). What happens over time to students identified as being at risk of falling behind in numeracy? In Fernandez, C.; Llinares, S.; Gutierrez, A. & Planas, N. (Ed.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45). Universidad de Alicante. ISSN 978-84-1302-178-2. Full text in Research Archive
• Stovner, Roar Bakken; Klette, Kirsti & Nortvedt, Guri-Anne (2021). The instructional situations in which mathematics teachers provide substantive feedback. Educational Studies in Mathematics. ISSN 0013-1954. 108(3), p. 533–551. doi: 10.1007/s10649-021-10065-w. Full text in Research Archive Show summary

  Feedback provided by mathematics teachers usually addresses procedural skills and, to a much lesser extent, other competencies such as conceptual understanding or engagement in mathematical practices. As most previous literature has studied feedback provided on homework or video prompts, how teachers provide such feedback in the classroom is poorly understood. Here, sixteen lessons taught by five teachers were purposefully sampled from a larger video study (172 lessons) as lessons with high-quality feedback according to a standardized observation instrument. The analysis focused on the instructional situations in which teachers provided feedback. When teachers provided procedural feedback, the situations were orderly and effective. Feedback on conceptual understanding and mathematical practices was provided in situations when students were especially challenged, and entailed a series of complex decisions, thereby placing demands on the teachers to manage both the students’ understanding and behavior. We argue that researchers should focus on how teachers and students negotiate the instructional situation to allow for feedback on conceptual understanding or mathematical practices.

• Altrichter, Herbert; Herzog-Punzenberger, Barbara; Fulterer, S; Brown, Martin; Burns, Denise & Nortvedt, Guri A. [Show all 12 contributors for this article] (2021). Leistungsbeurteilung und kulturelle Vielfalt: Herausforderungen und Bewertungspraktiken in Schulen der Sekundarstufe I in Österreich, Irland, Norwegen und der Türkei. Erziehung & Unterricht. ISSN 0014-0325. 171(3-4), p. 251–261.
• Forsbakk, Bente & Nortvedt, Guri A. (2021). Prøven er gjennomført, hva nå? En studie av praksiser i arbeid med nasjonale kartleggingsprøver i regning. In Lekang, Trond & Moen, Torill (Ed.), Tilpasset opplæring og tidlig innsats i ordinær undervisning og i spesialundervisning . Universitetsforlaget. ISSN 9788215034416. p. 207–222. Full text in Research Archive
• Nortvedt, Guri A.; Bratting, Karianne Berg; Kovpanets, Oksana; Pettersen, Andreas & Rohatgi, Anubha (2020). Improving equity through national-level assessment initiatives. . In Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Ed.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. p. 225–248. doi: 10.1007/978-3-030-61648-9_9. Full text in Research Archive Show summary

  This chapter investigates how a national-level assessment initiative may improve equity in early years numeracy education, taking the Norwegian mapping tests for primary grades 1–3 as an example. Three assessments, one test for each grade level, were launched in the 2013–2014 school year and have been used every year since. In accordance with Nordic model principles, the test content is available to teachers to ensure familiarity with the test content and the formative use of the assessment outcomes to improve teaching and learning for students identified as at risk of lagging behind. Analysis of student data reveals that, 6 years after the first implementation, no inflation can be seen in test scores. Thus, an exposed assessment may remain robust within an educational system that aspires to transparency, such as the Norwegian one. However, analyses of interview data and achievement data reveal that teachers often struggle to use the assessment outcomes to improve teaching. These results suggest that the initiative to improve equity in primary school numeracy education depends on teachers’ assessment literacy. In accordance with Nordic model principles, schools have significant autonomy and are responsible for identifying professional development needs for their teachers. This research confirms the dilemmas in the Nordic model between national-level and local initiatives and responsibilities.

• Frid, S; Sumpter, Lovisa & Nortvedt, Guri A. (2020). Who is best in mathematics? . Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN 0771-100X. Full text in Research Archive Show summary

  Sweden has a reputation for its equality work, but at the same time mathematics is still considered a male domain. We studied grade nine students’ attitudes about who could be considered best in mathematics, both from an individual perspective and how they perceived different groups in society would answer. A questionnaire was used and the analysis showed that girls more often think that this is not a matter connected to biological sex, whereas boys more often state that boys and girls are equally good. Two groups are stereotyped as thinking that boys are better in mathematics both by girls and boys: boys in grade nine and boys in general. This is not reflected in their self-evaluation. Overall, the students showed an awareness of the concept of gender, including some intra-cultural dimensions of the concept.

• Herzog-Punzenberger, Barbara; Altrichter, Herbert; Brown, Martin D.; Burns, Denise; Nortvedt, Guri A. & Skedsmo, Guri [Show all 11 contributors for this article] (2020). Teachers responding to cultural diversity: Case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 20(3), p. 395–424. doi: 10.1007/s11092-020-09330-y. Show summary

  Global mobility and economic and political crises in some parts of the world have fuelled migration and brought new constellations of ‘cultural diversity’ to European classrooms (OECD 2019). This produces new challenges for teaching, but also for assessment in which cultural biases may have far-reaching consequences for the students’ further careers in education, occupation and life. After considering the concept of and current research on ‘culturally responsive assessment’, we use qualitative interview data from 115 teachers and school leaders in 20 lower secondary schools in Austria, Ireland, Norway and Turkey to explore the thinking about diversity and assessment practices of teachers in the light of increasing cultural diversity. Findings suggest that ‘proficiency in the language of instruction’ is the main dimension by which diversity in classrooms is perceived. While there is much less reference to ‘cultural differences’ in our case studies, we found many teachers in case schools trying to adapt their assessment procedures and grading in order to help students from diverse backgrounds to show their competencies and to experience success. However, these responses were, in many cases, individualistic rather than organised by the school or regional education authorities and were also strongly influenced and at times, limited by government-mandated assessment regimes that exist in each country. The paper closes with a series of recommendations to support the further development of a practicable and just practice of culturally responsive assessment in schools.

• Nortvedt, Guri A.; Wiese, Eline F.; Brown, Martin D.; Burns, Denise; McNamara, Gerry & O'Hara, Joe [Show all 11 contributors for this article] (2020). Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 32, p. 5–27. doi: 10.1007/s11092-020-09316-w. Full text in Research Archive Show summary

  Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In this review, we address how migrant students are affected by assessment, both summative and formative, at the classroom level, with a focus on culturally responsive assessment (CRA). Previous research has shown that CRA practices mainly occur in student-centred classrooms. Furthermore, both student and teacher beliefs about teaching and learning might negatively affect migrant students’ opportunities to engage in assessment situations. Teaching and assessment practices should be negotiated and aligned with and included in classroom norms to be culturally responsive. We propose that what is generally considered a valid and reliable assessment practice might need to be adjusted to account for students’ cultural ways of knowing and participating and how this is expressed and communicated within the classroom.

• Nortvedt, Guri A. & Wiese, Eline (2020). Numeracy and migrant students: a case study of secondary level mathematics education in Norway. ZDM: Mathematics Education. ISSN 1863-9690. 52(3), p. 527–539. doi: 10.1007/s11858-020-01143-z. Full text in Research Archive Show summary

  Previous research has shown that adults from migrant backgrounds often have lower numeracy competence than do their majority counterparts, even though many were educated in their host country. Leaving secondary education with lower levels of numeracy competence than majority students potentially makes migrant students vulnerable as adults, as the lack of numeracy competence can negatively impact their opportunities to participate in work-life and society, in addition to affecting their everyday lives. Thus, it is vitally important to understand how mathematics education at the compulsory level can offer migrant students opportunities to develop numeracy competence. This paper presents a case study of four Norwegian lower secondary mathematics teachers. These teachers were asked to reflect on their classroom practices and on how they adapt teaching and assessment situations to migrant students. Our findings show that the teachers valued diversity in their classrooms and that their teaching was student-centred, focused on assessment for learning and problem-solving practices. These are potential building blocks for culturally responsive teaching. However, the teachers mainly focused on language issues, while cultural aspects of classroom participation and mathematical activity were neglected. This paper argues that such views may potentially hinder the provision of equal opportunities for all students to become numerate and, therefore, may contribute to maintaining migrant students—and the migrant adults they will become—as a vulnerable group.

• Nayir, Funda; Brown, Martin D.; Burns, Denise; O'Hara, Joe; McNamara, Gerry & Nortvedt, Guri A. [Show all 9 contributors for this article] (2019). Assessment with and for Migration Background Students-Cases from Europe. Eurasian Journal of Educational Research (EJER). ISSN 1302-597X. p. 39–69. doi: 10.14689/ejer.2019.79.3. Show summary

  Purpose: The purpose of this research as part of an Erasmus+ funded project tilted Aiding Culturally Responsive Assessment in Schools (www.acras.eu) is to provide an exploratory analysis of survey responses related to culturally responsive assessment policies, professional development and practices that were administered to school principals in four European countries (Austria, Ireland, Norway and Turkey). Research Methods: The research method used in this study was a quantitative comparative analysis. A purposeful sampling strategy was adopted based on geographical spread of the participants in Austria, Ireland and Turkey. The survey was also administered to all principals in four out of eighteen Norwegian counties. Descriptive analysis and nonparametric analysis were used. Findings: There is evidence to suggest that the foundations for culturally responsive assessment practices are beginning to take shape albeit varying degrees of difference in each country. However, the survey results also indicate the need for training and professional development, and this study also implies that not enough emphasis is being placed on culturally responsive assessment despite the rhetoric that espouses interculturalism. Implications for Research and Practice: The research points the need for upskilling in culturally responsive leadership as well as the development of an overarching culturally responsive assessment framework and toolkit that can be used by policy makers and schools to allay the various interpretations of what it means to satisfy the assessment needs of teachers and students with migrant backgrounds.

• Luoto, Jennifer Maria; Stovner, Roar Bakken; Nortvedt, Guri A. & Buchholtz, Nils (2018). Methodological challenges when scaling up research on instructional quality in mathematics . In Häggström, Johan (Eds.), Perspectives on professional development of mathematics teachers. Proceedings of MADIF 11 The eleventh research seminar of the Swedish Society for Research in Mathematics Education. Karlstad, January 23–24, 2018. SMDF. ISSN 978-91-984024-2-1. p. 211–220.
• Nortvedt, Guri A. (2018). «Det er et verktøy, ikke sant, for oss» - Erfaringer fra fire gjennomføringer med kartleggingsprøver i regning 2014 - 2017. Acta Didactica Norge. ISSN 1504-9922. 12(4). doi: 10.5617/adno.6383. Full text in Research Archive
• Nortvedt, Guri A. & Siqveland, Arvid (2018). Are Beginning Calculus and Engineering Students Adequately Prepared for Higher Education? An Assessment of Students’ Basic Mathematical Knowledge . International Journal of Mathematical Education in Science and Technology. ISSN 0020-739X. doi: 10.1080/0020739X.2018.1501826. Full text in Research Archive Show summary

  Are students transitioning from the secondary level to university studies in mathematics and engineering adequately prepared for education at the tertiary level? In this study, we discuss the prior mathematical knowledge and skills demonstrated by Norwegian engineering (N = 1537) and calculus (N = 626) university students by using data from a mathematics assessment administered by the Norwegian Mathematical Council. The assessment examines students’ conceptual understanding, computation skills and problem solving skills on the basis of the mathematics curriculum of lower secondary education. We found that calculus students significantly outperformed engineering students, but both student groups struggled to solve the test, with the calculus and engineering groups scoring an average of 60% and 46%, respectively. Beginning students who fail to master basic skills, such as solving arithmetic and algebra problems, will most likely face difficulties in their further courses. Although few female students enrol in calculus and engineering programmes compared with male ones and are thus underrepresented, male and female students at the same ability level achieved comparable test scores. Furthermore, students reported high levels of intrinsic and extrinsic motivation, and a positive relationship was observed between intrinsic motivation and achievement.

• Nortvedt, Guri A. & Buchholtz, Nils (2018). Assessment in mathematics education: responding to issues regarding methodology, policy, and equity. ZDM: Mathematics Education. ISSN 1863-9690. 50(4), p. 555–570. doi: 10.1007/s11858-018-0963-z. Full text in Research Archive Show summary

  In educational contexts, assessments may be designed to target students, preservice teachers, or teachers, either as individuals or as representatives of a group, and for a multitude of purposes. One key aim of assessment in mathematics education is to provide evidence that can be used to make decisions about or improve mathematics education, which then raises questions about which aspects of mathematical competence should be assessed—as well as how and for what purpose. This review paper addresses three related themes: (1) issues related to the assessment process and to the development of assessments that can validly assess mathematical competence in all its complexity; (2) issues related to educational policy and policy-making based on assessment data, in particular the reciprocal relationship between assessment and policy; and (3) issues related to equity, such as gender issues or the achievement gap between majority and minority students. Awareness of the relation between assessment, teaching, and learning is shown throughout the paper. Strong relationships between the three focus areas are found, that impact assessment validity and call for further development of assessment practices in mathematics education.

• Nortvedt, Guri A. (2018). Policy impact of PISA on mathematics education: The case of Norway. European Journal of Psychology of Education. ISSN 0256-2928. 33(3), p. 427–444. doi: 10.1007/s10212-018-0378-9. Full text in Research Archive
• Askew, Mike & Nortvedt, Guri A. (2017). Research should not inform teaching. Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN 0771-100X. Full text in Research Archive
• Nortvedt, Guri A. & Sumpter, Lovisa (2017). Are we playing Chinese whispers? Issues in questionnaire development. Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN 0771-100X. 41(3), p. 3-305–3-312. Full text in Research Archive
• Pettersen, Andreas & Nortvedt, Guri A. (2017). Identifying Competency Demands in Mathematical Tasks: Recognising What Matters. International Journal of Science and Mathematics Education. ISSN 1571-0068. p. 1–17. doi: 10.1007/s10763-017-9807-5. Full text in Research Archive
• Nortvedt, Guri A. & Pettersen, Andreas (2016). Matematikk. In Kjærnsli, Marit & Jensen, Fredrik (Ed.), Stø kurs Norske elevers kompetanse i naturfag,matematikk og lesing i PISA 2015. Universitetsforlaget. ISSN 9788215027470. p. 107–135. doi: 10.18261/9788215027463-2016-07.
• Nortvedt, Guri A.; Gustafsson, Jan-Eric & Lehre, Anne- Catherine W G (2016). The importance of InQua for the relation between achievement in reading and mathematics. In Nilsen, Trude & Gustafsson, Jan-Eric (Ed.), Teacher Quality, Instructional Quality and Student Outcome. Relationships Across Countries, Cohorts and Time.. Springer. ISSN 978-3-319-41251-1. doi: 10.1007/978-3-319-41252-8_5.
• Pettersen, Andreas & Nortvedt, Guri A. (2016). RECOGNISING WHAT MATTERS: IDENTIFYING COMPETENCY DEMANDS IN MATHEMATICAL TASKS. Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN 0771-100X. 40(4), p. 4-59–4-66. doi: 10.1007/s10763-017-9807-5.
• Nortvedt, Guri A.; Pettersen, Andreas; Pettersson, Astrid & Sollerman, Samuel (2016). Is PISA 2012 relevant to mathematics education in Norway and Sweden? Northern Lights on PISA and TALIS. Nordisk ministerråd. ISSN 978-92-893-4521-7. p. 27–58.
• Nortvedt, Guri A.; Santos, Leonor & Pinto, Jorge (2015). Assessment for learning in Norway and Portugal: the case of primary school mathematics teaching. Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. 23(3), p. 377–395. doi: 10.1080/0969594X.2015.1108900.
• Nortvedt, Guri A. (2015). At-risk grade 1-3 students' understanding of the number sequence and the number line. Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN 0771-100X. 39, p. 3-289–3-296. Full text in Research Archive
• Nortvedt, Guri A. (2013). Resultater i matematikk. In Kjærnsli, Marit & Olsen, Rolf Vegar (Ed.), Fortsatt en vei å gå. Norske elevers kompetanse i matematikk, naturfag og lesing i PISA 2012. Universitetsforlaget. ISSN 978-82-15-02323-6. p. 67–95.
• Nortvedt, Guri A. (2013). Matematikk i PISA - matematikkdidaktiske perspektiver. In Kjærnsli, Marit & Olsen, Rolf Vegar (Ed.), Fortsatt en vei å gå. Norske elevers kompetanse i matematikk, naturfag og lesing i PISA 2012. Universitetsforlaget. ISSN 978-82-15-02323-6. p. 43–66.
• Jensen, Fredrik & Nortvedt, Guri A. (2013). Holdninger til matematikk. In Kjærnsli, Marit & Olsen, Rolf Vegar (Ed.), Fortsatt en vei å gå. Norske elevers kompetanse i matematikk, naturfag og lesing i PISA 2012. Universitetsforlaget. ISSN 978-82-15-02323-6. p. 97–120.
• Nortvedt, Guri A. (2013). Are girls or boys better at mathematics? A commentary on the game of reporting gender differnces. Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN 0771-100X. 37.
• Nortvedt, Guri A. (2012). Bruk av tekstoppgaver på matematikktester og -prøver: et kort review. In Hopfenbeck, Therese Nerheim; Kjærnsli, Marit & Olsen, Rolf Vegar (Ed.), Kvalitet i norsk skole: Internasjonale og nasjonale undersøkelser av læringsutbytte og undervisning. Universitetsforlaget. ISSN 978-82-15-02004-4. p. 212–222. Show summary

  Siden de første PISA-resultatene i 2001 er det gjennomført mange studier av læringsutbytte og undervisning i den norske skolen. Hvilken betydning har disse undersøkelsene hatt? Forfatterne tar utgangspunkt i flere studier med fokus på læringsutbytte og undervisning. De komparative undersøkelsene PISA og TIMSS er sentrale i flere av kapitlene. I tillegg er det flere bidrag fra andre studier, inkludert studier som har sett nærmere på hva som faktisk skjer i norske klasserom. Forfatterne drøfter hvilken kunnskap disse studiene har gitt om skolen. Leseren får også en bakgrunnsforståelse for utviklingen i norsk skole, særlig med tanke på de store internasjonale undersøkelsene. Det underliggende temaet, som er kvalitet i skolen, samt hvordan denne måles og observeres, blir grundig belyst av forskere fra ulike forskningsfelt. Boka dekker fagdidaktiske bidrag fra lesing, naturfag, matematikk og engelsk samt bidrag som drøfter vurdering, testmotivasjon og læringsstrategier, temaer som er omtalt i Kunnskapsløftet som egne satsingsfelt. Boka er skrevet for forskere innen skoleforskning, men den er også godt egnet for studenter og lærere. Redaktørene er: Førsteamanuensis Therese Nerheim Hopfenbeck, førsteamanuensis Marit Kjærnsli og forsker Rolf Vegar Olsen, alle ved Institutt for lærerutdanning og skoleforskning ved Universitetet i Oslo. Bidragsytere i denne boka er: Siv Flæsen Almendingen, Bjørnar Alseth, Carl Angell, Ole Kristian Bergem, Erling Lars Dale, Hanna Eklöf, Tove Frønes, Liv Sissel Grønmo, Jan-Eric Gustafsson, Peder Haug, Glenn Ole Hellekjær, Therese Nerheim Hopfenbeck, Marit Kjærnsli, Tom Klepaker, Kirsti Klette, Bodil Kleve, Svein Lie, Lars Monsen, Guri A. Nortvedt, Rolf Vegar Olsen, Astrid Roe, Svein Sjøberg, Guri Skedsmo, Inger Throndsen, Are Turmo, Johannes Tveita, Wenche Vagle og Marianne Ødegaard

• Nortvedt, Guri A. & Vogt, Grethe O. (2012). Når matematikk blir vanskelig - matematikkvansker i et elev- og undervisningsperspektiv. In Befring, Edvard & Tangen, Reidun (Ed.), Spesialpedagogikk. Cappelen Damm AS. ISSN 9788202352264. p. 370–384.
• Nortvedt, Guri A. & Vogt, Grethe O (2012). Matematikkopplæring og tidlig innsats. In Bjørnsrud, Halvor & Nilsen, Sven (Ed.), Tidlig innsats - bedre læring for alle?. Cappelen Damm Akademisk. ISSN 9788202360931. p. 105–119.
• Nortvedt, Guri-Anne (2011). Coping strategies applied to comprehend multistep arithmetic word problems by students with above-average numeracy skills and below-average reading skills. Journal of Mathematical Behavior. ISSN 0732-3123. 30(2), p. 255–269. doi: 10.1016/j.jmathb.2011.04.003.
• Nortvedt, Guri Anne (2010). Understanding and solving multistep artihmetic word problems. Nordisk matematikkdidaktikk. ISSN 1104-2176. 15(3), p. 23–50.
• Elstad, Eyvind; Nortvedt, Guri Anne & Turmo, Are (2009). The Norwegian Assessment System: An Accountability Perspective. CADMO. ISSN 1122-5165. 17(1), p. 89–103. Show summary

  During the last decade, the knowledge-based school as a “master idea” has developed in Norway, followed by the introduction of a wide range of test instruments for improving educational practice. The PISA shock in 2001, when it became public that Norwegian students only scored at the OECD average in core subject domains, has been an important catalyst in this transformation process. However, it would be wrong to say that the Norwegian school system at the national level has a fully-fledged accountability system and instruments for the promotion of accountability mechanisms. Furthermore, during recent years, the quality assessment system’s usefulness for accountability purposes has been significantly weakened. Still a main conclusion is that the Norwegian quality assessment system in education has unique features, although it is influenced by international trends.

• Nortvedt, Guri Anne (2009). The relationships between reading comprehension and numeracy among Norwegian grade 8 students. Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN 0771-100X. 4, p. 233–240. Show summary

  In the autumn of 2007, Norwegian grade 8 students sat national tests in reading and numeracy. Tests scores on the item level have been linked for a national sample of students, allowing for a correlation analysis of the relationship between reading and numeracy. The overall tendency shows that good readers achieve high numeracy scores while struggling readers also have low numeracy scores. The correlation between reading comprehension and numeracy reaches as high as 0.714. Correlation is stronger for items within the content area of number than for other content areas. Gender and reading comprehension level explain 54 % of the variance in numeracy sum scores. Item format is of less importance.

• Nortvedt, Guri Anne (2009). Reading Word Problems. Skrifter från Svensk förening för matematikdidaktisk forskning. ISSN 1651-3274. p. 74–84.

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• Nortvedt, Guri A.; Buchholtz, Nils; Fauskanger, Janne; Hähkiöniemi, Markus; Jessen, Britta Eyrich & Nilsen, Hans Kristian [Show all 13 contributors for this article] (2022). Bringing Nordic mathematics education into the future. Proceedings of Norma 20, The ninth Nordic Conference on Mathematics Education . Svensk förening för MatematikDidaktisk Forskning - SMDF. ISBN 978-91-984024-6-9. 302 p. Full text in Research Archive
• Nortvedt, Guri A.; Buchholtz, Nils; Fauskanger, Janne; Hreinsdottir, Freyja; Hähkioniemi, Marcus & Jessen, Britta Eyrich [Show all 15 contributors for this article] (2021). Bringing Nordic mathematics education into the future : Preceedings of Norma 20 : The ninth Nordic conference on mathematics education Oslo, 2021. SMDF, Swedish Society for Research in Mathematics Education. ISBN 9789198402438. 296 p. Full text in Research Archive
• Ludvigsen, Sten Runar; Nortvedt, Guri A.; Petterson, Astrid; Sollerman, Samuel; Olafsson, Ragnar F. & Taajamo, Matti [Show all 9 contributors for this article] (2016). Northern Lights on PISA and TALIS. Nordisk ministerråd. ISBN 978-92-893-4521-7. 2016(517). 216 p.

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• Walgermo, Bente R.; Nortvedt, Guri A.; Uppstad, Per Henning; Haram, Henrik; Bratting, Karianne Berg & Foldnes, Njål (2023). The Adaptive Models of ​ New National Screening Tests ​ in Reading and Numeracy ​ for Grade 1 and 3 in Norway ​​ ​- possibilities and limitations​​.
• Junker, Astrid & Nortvedt, Guri-Anne (2022). A case study of two 1st grade students' strategic reasoning in repeating patterning tasks. In Fernandez, C.; Llinares, S.; Gutierrez, A. & Planas, N. (Ed.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45). Universidad de Alicante. ISSN 978-84-1302-178-2. p. 4-243–4-243. Full text in Research Archive
• Junker, Astrid & Nortvedt, Guri-Anne (2022). Strategy variation in counting and patterning: Part-whole reasoning. In Fernandez, C.; Llinares, S.; Gutierrez, A. & Planas, N. (Ed.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45). Universidad de Alicante. ISSN 978-84-1302-178-2. p. 4-363–4-363. Full text in Research Archive
• Herzog-Punzenberger, Barbara; Altrichter, Herbert; Brown, Martin; Burns, Denise; Nortvedt, Guri A. & Skedsmo, Guri [Show all 11 contributors for this article] (2020). Correction to: Teachers responding to cultural diversity: case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey (Educational Assessment, Evaluation and Accountability, (2020), 32, 3, (395-424), 10.1007/s11092-020-09330-y). Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 32(3), p. 425–426. doi: 10.1007/s11092-020-09332-w.
• Stovner, Roar Bakken & Nortvedt, Guri A. (2019). Using video data to research teachers’ feedback practices – a matched comparison approach. Show summary

  Many teaching practices of high research interest occur rarely during normal teaching, such as practices associated with conceptual understanding and higher-order skills in mathematics. Because such practices are scarce, they are hard to study during naturally occurring instruction. This presentation reports on an attempt at analyzing a rarely occurring teaching practice by carefully sampling videos from a large-scale video study. The videos were sampled by using ratings from a standardized observation instrument as sampling criteria. The practice investigated was “responding conceptually to student thinking”. We sampled both teachers proficient in the practice, and comparison teachers. We used this matched comparison sample to find distinguishing features of instruction in classrooms where teachers responding conceptually to student thinking. Results show that teachers responded conceptually when “moments of confusion” arose while working on cognitively demanding tasks; comparison teachers also included demanding tasks in their teaching, but they handled “moments of confusion” differently. We suggest that rarely occurring teaching practices can fruitfully be researched by sampling from existing video-studies using standardized observation instruments. Adding comparison teachers to the analysis allowed cleaner identification of what distinguishes teachers that are adept at the rarely occurring practice. However, this approach demands other (stronger?) reliability and validity assertions than the observation instruments were designed for.

• Stovner, Roar Bakken; Nortvedt, Guri A.; Buchholtz, Nils & Luoto, Jennifer Maria (2018). Symposium of Researching the Quality of Mathematics Teaching.
• Nortvedt, Guri A. (2017). Issues in mathematics education.
• Nortvedt, Guri A. (2017). Aiding cultural responsive assessment of migrant students in a globalising school.
• Nortvedt, Guri A. (2017). Matematikkvansker – en vanske å regne med . In Rygvold, Anne-Lise & Ogden, Terje (Ed.), Innføring i spesialpedagogikk. Gyldendal Akademisk. ISSN 9788205500648. p. 73–98.
• Radišić, Jelena; Nortvedt, Guri A. & Runde, Ragnhild Kobro (2017). Beliefs, Interest, ICT Use and Math Achievement at PISA 2012: Comparing Pen-and-Paper and Computer Based Assessment.
• Nortvedt, Guri A.; Radišić, Jelena & Runde, Ragnhild Kobro (2017). Does it help to use computers? Scandinavian students’ profiles on paper-based versus computer-based PISA 2012 mathematics items.
• Nortvedt, Guri A. & Rohatgi, Anubha (2016). The teacher as a stakeholder in utilizing an assessment for learning tool.
• Nortvedt, Guri A. & Rohatgi, Anubha (2016). Improving schools? The potential outcome of principal and teacher collaboration on a mapping test for primary school students?
• Nortvedt, Guri A. (2013). PISA 2012 - Matematikk.
• Nortvedt, Guri A. (2013). Revidert læreplan i matematikk.
• Nortvedt, Guri A. (2013). BOOK REVIEWAssessment and Learning (2nd ed.) (2012). Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. doi: 10.1080/0969594X.2013.852512.
• Pettersen, Andreas & Nortvedt, Guri A. (2013). Assessing Grade 2 students' understanding of the number line: the issue of the item format.
• Nortvedt, Guri A. (2013). Comming to learn the language of mathematics.
• Nortvedt, Guri A. (2013). Nye læreplaner i matematikk. Bedre Skole. ISSN 0802-183X. p. 24–25.
• Nortvedt, Guri A. (2013). Leseforståelse og matematikk. Bedre Skole. ISSN 0802-183X. p. 26–31.
• Nortvedt, Guri A. (2012). Is what you test what you get? Using assessment data to research students’ mathematical problem solving.
• Nortvedt, Guri (2011). Arbeid med tekstoppgaver i matematikkundervisningen.
• Nortvedt, Guri (2011). Tekstoppgaver – en egenartet matematisk tekst.
• Nortvedt, Guri & Sewell, Julie (2011). European doctoral research highlights in educational assessment. Show summary

  This session will be devoted to short presentations given by PhD students a out their research work, after the submission of a structured abstract. The group leader will act as discussant. The training session will have the double aim of giving visibility to the students’ research work and providing them with feedback about their methodological approach from peers.

• Nortvedt, Guri (2011). Der lesing og regning møtes: Tekstoppgaver i matematikk.
• Nortvedt, Sigrid S. & Nortvedt, Guri (2011). Assessing theory in practice in a course in natural resource management in secondary school.
• Nortvedt, Guri & Throndsen, Inger (2011). Providing equal opportunities to learn: Differences between schools that participate in optional national diagnostic tests and schools that do not.
• Nortvedt, Guri (2011). Hvordan mestre oppgaver fra dagliglivet. [Newspaper]. Utdanning.
• Nortvedt, Guri-Anne (2011). Coping with multistep arithmetic word problems: the case of below-average numeracy students. Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN 0771-100X. 35.
• Nortvedt, Guri-Anne (2011). Innovations in assessment to meet changing needs. CADMO. ISSN 1122-5165. 19(1), p. 1–5.
• Nortvedt, Guri Anne (2010). Measuring students’ competence for solving multistep arithmetic word problems: Tests vs. task-based interviews.
• Nortvedt, Guri Anne (2010). Scaffolding students solving multistep arithmetic word problems. Skrifter från Svensk förening för matematikdidaktisk forskning. ISSN 1651-3274. p. 271–272.
• Nortvedt, Guri Anne (2010). Scaffolding students’ work on multistep arithmetic word problems: Differences in scaffolding patterns.
• Nortvedt, Guri Anne (2010). Foreldreskole- foredrag om hva foreldre kan bidra med for å motivere barna for matematikk.
• Nortvedt, Guri Anne (2010). Lesing og løsing av tekstoppgaver i matematikk.
• Nortvedt, Guri Anne (2010). Sammenhenger mellom leseforståelse og løsing av tekstoppgaver i matematikk.
• Nortvedt, Guri Anne (2009). Billy's competence for understanding and solving multistep arithmetic word problems. Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN 0771-100X.
• Nortvedt, Guri Anne (2009). Sammenhenger mellom leseforståelse og elevers arbeid i matematikk.
• Nortvedt, Guri Anne (2009). “Oh, I must read this slowly”; the impact of reading comprehension on mathematics performance for struggling readers.
• Nortvedt, Guri Anne (2009). Working on multistep arithmetic word problems when being a struggling reader, the case of Billy.
• Nortvedt, Guri Anne (2009). RELATIONSHIPS BETWEEN READING COMPREHENSION AND SOLVING MULTISTEP, ARITHMETIC WORD PROBLEMS.
• Klette, Kirsti & Nortvedt, Guri-Anne (2022). The Feedback Teachers Provide in Mathematics Lessons and How They Provide It: Feedback Practices in Norwegian Lower Secondary Mathematics Classrooms. Universitetet i Oslo. Show summary

  In this thesis, the candidate describes the oral feedback provided by teachers in mathematics lessons in Norwegian lower secondary school. The aim is to gain knowledge about the quality and quantity of oral feedback and which mathematical aspects are focused on in feedback, as well as increase our understanding of how mathematics teachers fit the feedback to the instructional situation in the lesson. The thesis is part of a classroom video study called Linking Instruction and Student Achievement (LISA). Its main data source is 172 video-recorded mathematics lessons from the school year 2014-2015 taught by 47 teachers from different schools. Article I is a study of the quality, quantity, and mathematical focus of feedback across the 172 lessons. The results were that 70 % of the teachers provided high-quality feedback during the recorded lessons and that 30 % did not. Most feedback addressed procedural skills, but conceptual feedback was also common. Feedback addressing mathematical practices was rare. Article II aims to understand how teachers successfully incorporate high-quality feedback in their teaching. It focuses on five teachers in the LISA sample that received the highest rating on PLATO’s feedback dimension. It found that conceptual feedback and feedback on mathematical practices was provided in two types of instructional situations, when working on cognitively demanding tasks and when students raise mathematical issues. These situations were characterized by being less orderly than the rest of the lesson; the students were confused, and the teacher and students did not understand each other. The article describes how the teachers and students negotiated the situations and the role that feedback played. Article III reports on how more typical lower rated teachers handled the instructional situations identified in Article II. These teachers also worked with their students on cognitively demanding tasks and remediated student issues. Their distinguishing characteristic was that they did not persist in feedback discussions when the students showed discontent or were confused. Rather, they gave procedural feedback that told students how to continue. In sum, these articles contribute knowledge about classroom feedback practices in mathematics. It uncovers a potential inequity in the quality of feedback students receive and adds understanding about how teachers with high-quality feedback practices implement these in the classroom.

• Nortvedt, Guri A. & Bulien, Tone (2018). Rapport : norsk matematikkråds forkunnskapstest 2017. Norsk matematikkråd og forfatterne. ISSN 9788293292067.
• Nortvedt, Guri A. & Rohatgi, Anubha (2018). Kartleggingsprøver i regning for 1. – 3. trinn, våren 2017. Universitetet i Oslo.
• Nortvedt, Guri A. & Rohatgi, Anubha (2018). Rapport fra skolelederundersøkelsen. Om Osloskolenes bruk av kartleggingsprøver i regning for småtrinnet . Universitetet i Oslo. ISSN 978-82-93292-05-0. Full text in Research Archive
• Nortvedt, Guri A. & Bulien, Tone (2016). Rapport Norsk matematikkråds forkunnskapstest 2015. © Norsk matematikkråd og forfatterne, 2016. ISSN 978-82-93292-04-3.
• Nortvedt, Guri A.; Rohatgi, Anubha & Pettersen, Andreas (2015). Kartleggingsprøver i regning for 1. – 3. trinn, våren 2015. Universitetet i Oslo.
• Bergem, Ole Kristian; Goodchild, Simon; Henriksen, Ellen Karoline; Kolstø, Stein Dankert; Nortvedt, Guri A. & Reikerås, Elin Kristi Lie (2015). REALFAG. Relevante-Engasjerende-Attraktive-Lærerike. Rapport fra ekspertgruppa for realfagene. Kunnskapsdepartementet.
• Kjærnsli, Marit; Nortvedt, Guri A. & Jensen, Fredrik (2014). Norske elevers kompetanse i problemløsing i PISA 2012. Universitetet i Oslo. ISSN 978-82-93292-02-9.
• Nortvedt, Guri A. (2014). Norsk matematikkråds forkunnskapstest 2013. Norsk matematikkråd. ISSN 978-82-93292-03-6. Full text in Research Archive
• Borge, Inger Christin; Sanne, Anders; Nortvedt, Guri A.; Meistad, Jens Arne; Skrindo, Knut & Ranestad, Kristian [Show all 9 contributors for this article] (2014). Matematikk i norsk skole anno 2014. Utdanningsdirektoratet.
• Nortvedt, Guri A. (2012). Rapport. Norsk matematikkråds forkunnskapstest 2011. 7Letras. ISSN 978-82-90904-970. Full text in Research Archive
• Nortvedt, Guri Anne & Throndsen, Inger (2011). Analyserapport. Analyse av kartleggingsprøven i tallforståelse og regneferdighet for 2. trinn. Institutt for lærerutdanning og skoleforskning.
• Nortvedt, Guri-Anne (2011). Norwegian Grade 8 students' competence in understanding and solving multistep arithmetic word problems. Unipub forlag. ISSN 1501-8962.
• Nortvedt, Guri Anne; Elvebakk, Georg & Lindstrøm, Tom Louis (2010). Norsk matematikkråds forkunnskapstestet 2009. Norsk matematikkråd Oslo/Tromsø. ISSN 0806-2439.

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