Helga Engs hus
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The project "Math and the City: Learning to Apply Mathematics Outside of School", headed by Nils Buchholtz was recently featured at Forskning.no and the Faculty's webpage. The project focuses on developing extracurricular activities for students to support their learning of mathematics, for instance, in geometry.
This chapter is part of the Compendium for Early Career Researchers in Mathematics Education and presents the concept of mixed-methods research. Nils Buchholtz, the author of this chapter, reviews the reasoning behind mixed methods and discusses existing recommendations on how to implement mixed-method designs.
This course introduces PhD students into the science of modeling mathematical competences.
This meta-analysis examined the gender differences in K-12 students' digital competence (aka ICT literacy). Synthesizing 69 effect sizes obtained from 23 empirical studies resulted in a positive, weak, and significant overall effect in favor of girls, g = +0.13. This effect varied between studies, and several study and sample characteristics explained this variation. For instance, the type of skills assessed and the interactivity of the ICT literacy assessment moderated the overall effect.
Applications are invited for a full-time position as a PhD Research fellow (SKO 1017) at the Department of Teacher Education and School Research (ILS) at the University of Oslo.
The position involves collecting and analyzing data from the project “Teachers’ Effects on Student Outcomes" TESO funded by the FINNUT-program of the Research Council of Norway. The objective of this project is to examine the effect of teacher quality and their instruction on student motivation, well-being, and learning gains in mathematics and science.
The project TESO is a Norwegian longitudinal extension of the international large-scale survey Trends in Mathematics and Science Study TIMSS.
CONTACT PERSON: Dr Trude Nilsen
APPLICATION DEADLINE: 1 May 2019
This paper presents an empirical study of instructional quality based on the TIMSS 2015 data in Flanders, Germany, and Norway. The study investigates the link between instructional quality, mathematics achievement, and students' socioeconomic status across the three countries and utilizes the strengths of multilevel structural equation modeling. Implications for the strive for equity and high achievement in mathematics are presented.
This paper presents an empirical study of the PISA 2012 mathematics assessment and the Norwegian mathematics exams. Teachers were asked to rate the competency demands certain items and tasks may have, and the resultant ratings were fed into an explanatory item response theory model. Overall, the ratings explained a substantial amount of variance in item difficulties, especially for the PISA mathematics assessment.
Together with colleagues, Nils Fredrik Buchholtz has attracted funding for the research project "Math and The City: Learning to Apply Mathematics Outside the School". The project is funded by the Direktoratet for internasjonalisering og kvalitetsutvikling i høgare utdanning (Diku). Congratulations!
A brand new special issue of the well renowned journal ZDM is out, and it is called "Assessment in mathematics education: issues regarding methodology, policy and equity".