ajsellin

• Aashamar, Peter Nicolai; Selling, Alexander Jonas Viktor & Klette, Kirsti (2026). Too Much or Too Little? Connecting to the World beyond the Classroom in Lower-Secondary Mathematics and Social Studies Lessons in Norway and Sweden. I Kilbrink, Nina; Stolare, Martin; Brennan, Aimie & Scott, Ann (Red.), Teacher Education and Knowledge Transformation in Times of Change. De Gruyter Brill. ISSN 9789004731547. s. 173–192. doi: 10.1163/9789004731554_010. Fulltekst i vitenarkiv
• White, Mark Christopher; Selling, Alexander Jonas Viktor; Pettersen, Andreas & Veletic, Jelena (2025). Læreplan og faglig innhold i matematikk på 5. trinn i Norge. I Kaarstein, Hege & Lehre, Anne- Catherine W G (Red.), Hva TIMSS forteller om norsk skole: Sekundæranalyser av TIMSS-undersøkelsen. Cappelen Damm Forskning. ISSN 9788202869137. s. 169–196. Fulltekst i vitenarkiv Vis sammendrag

  Hva elevene lærer på skolen, avhenger i stor grad av hva læreren underviser i. For å få en bedre forståelse av sammenhengen mellom undervisning og elevenes læring, er det derfor viktig å utforske både det faglige innholdet i læreplanen og hva som faktisk blir undervist i klasserommet. I dette kapittelet ser vi på det faglige innholdet i matematikkundervisning fra 1. til 5. trinn i både TIMSS 2019 og TIMSS 2023, for å få innsikt i hvilke emner norske lærere rapporterer at de underviser i. Vi undersøker også endringer i innholdet i matematikkundervisning fra 2019 til 2023, noe som er interessant med tanke på innføringen av læreplanverket LK20 i 2020. Vi finner at emnene som ble undervist til både norske og nordiske elever var stort sett like i 2019, selv om det var stor variasjon innenfor landene. Norge skilte seg imidlertid ut i 2023 ved at norske elever blir undervist i færre emner både i inneværende skoleår og i skoleløpet opptil 5. trinn. Denne endringen er mest tydelig innenfor hovedemnene geometri og måling og statistikk, som blir introdusert etter 5. trinn i den nye nasjonale læreplanen. Denne endringen er mindre tydelig innenfor hovedemnet tall, som utgjør hoveddelen av den nasjonale læreplanen før 5. klasse. Implikasjonene av disse endringene blir diskutert videre i kapittelet

• Højgaard, Tomas; Holmlund, Anna; Jóelsdóttir, Lóa Björk; Møller, Maria; Selling, Alexander Jonas Viktor & Sigurjónsson, Jóhann Örn (2025). Panel discussion on the interplay between research and teaching practice in mathematics education. I Skott, Charlotte Krog; Blomhøj, Morten; Eckert, Andreas; Elicer, Raimundo; Herheim, Rune; Kristinsdóttir, Bjarnheiður; Larsen, Dorte Moeskær; Nortvedt, Guri A.; Nyström, Peter; Sigurjónsson, Jóhann Örn & Tamborg, Andreas Lindenskov (Red.), Interplay between research and teaching practice in mathematics education : Proceedings of NORMA24, The tenth Nordic Conference on Mathematics Education, Copenhagen, 2024. Svensk förening för MatematikDidaktisk Forskning - SMDF. ISSN 9789198402483. s. 38–55. doi: https:/pure.au.dk/ws/portalfiles/portal/423511340/THJ24-etal-NORMA24-panel-debate.pdf. Fulltekst i vitenarkiv
• Senden, Bas; Jentsch, Armin; Teig, Nani; Nilsen, Trude; Fauskanger, Janne & Frågåt, Thomas [Vis alle 16 forfattere av denne artikkelen] (2025). Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education. Frontiers in Education. 10. doi: 10.3389/feduc.2025.1483092. Fulltekst i vitenarkiv Vis sammendrag

  The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core components of the instrument are relevant in the new contexts, specific adaptations are necessary to capture teaching quality in a more nuanced and meaningful way. Based on the findings, specific adaptions are made to the instrument. Finally, recommendations for developing and using the instrument in the new contexts are provided. The current investigation underscores the importance of contextual sensitivity in the assessment of teaching quality.

• Selling, Alexander Jonas Viktor; Klette, Kirsti & Nortvedt, Guri A. (2024). Teachers’ goal communication in Nordic mathematics classrooms. Mathematics Education Research Journal. ISSN 1033-2170. doi: 10.1007/s13394-024-00498-w. Fulltekst i vitenarkiv Vis sammendrag

  Clear learning goals are an integral part of instructional clarity and seen as a factor influencing students’ motivation and learning processes. However, goal communication and the types of goals teachers set are rarely addressed in classroom studies. To further the understanding of these aspects, the purpose of this study was to investigate communicated learning goals in 146 videotaped lessons across 48 Nordic lower-secondary mathematics classrooms. A two-step analysis focusing goal clarity and types of communicated goals was applied to the data. Analyses indicated that the goals were often implicit and vague, and mostly focused on content and procedural skills, rather than on mathematical competencies and applications of mathematics. We conclude that the focus on content and procedures, coupled with implicit learning goals, could obscure the purpose of a lesson.

• Luoto, Jennifer Maria & Selling, Alexander Jonas Viktor (2021). Exploring the Potential in Using Teachers’ Intended Lesson Goals as a Context-Sensitive Lens to Understanding Observational Scores of Instructional Quality. I Klette, Kirsti; Blikstad-Balas, Marte & Tengberg, Michael (Red.), Ways of Analyzing Teaching Quality.Potentials and Pitfalls. Universitetsforlaget. ISSN 9788215045061. s. 229–253. doi: 10.18261/9788215045054-2021-08. Fulltekst i vitenarkiv

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• Selling, Alexander Jonas Viktor & Nortvedt, Guri A. (2026). Teacher Perspectives on “Thinking Classrooms”: a Longitudinal Case Study in Norwegian Upper Secondary Mathematics Education. Fulltekst i vitenarkiv
• Selling, Alexander Jonas Viktor; Korbøl, Karsten; Brataas, Gøril & Nesje, Katrine (2025). Hva skal elevene lære? Om mål og faglige koblinger. Fulltekst i vitenarkiv
• Selling, Alexander Jonas Viktor; Daltoè, Tosca & Klette, Kirsti (2025). Different Frameworks, Same Goal? A Systematic Comparison of Two Observation Manuals to Measure Teaching Quality. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Klette, Kirsti; Mathé, Nora Elise Hesby; Selling, Alexander Jonas Viktor & Ahmadian, Shilan [Vis alle 7 forfattere av denne artikkelen] (2024). Skolens tilstand: Hva skjer i norske klasserom? Fulltekst i vitenarkiv
• Selling, Alexander Jonas Viktor (2024). Exploring the potential and limitations of two different observation manuals when investigating instructional quality in mathematics. Fulltekst i vitenarkiv
• Selling, Alexander Jonas Viktor (2022). Aligning classroom discussions with competency goals and problem-solving activities. Fulltekst i vitenarkiv
• Selling, Alexander Jonas Viktor (2021). Teacher-set goals in Nordic mathematics classrooms. Fulltekst i vitenarkiv
• Selling, Alexander Jonas Viktor (2021). Comparative Classroom Research – Methodological and Conceptual Challenges: Combining Standardized Manuals and Qualitative Analyses. Fulltekst i vitenarkiv

Se alle arbeider i NVA