Guri Nortvedt

• White, Mark Christopher & Nortvedt, Guri A. (2026). Norske læreres selvrapporterte undervisningspraksiser sett i lys av læreplanverk og tidligere forskning. I White, Mark Christopher (Red.), Et blikk på norske ungdomsskoler: Sekundæranalyser av TALIS 2024. Cappelen Damm Akademisk. ISSN 9788202944001. s. 81–117. doi: https:/cdforskning.no/cdf/catalog/view/306/1707/16027. Fulltekst i vitenarkiv Vis sammendrag

  Formålet med dette kapittelet er å beskrive norske læreres selvrapporterte undervisningspraksiser. Data som brukes i kapittelet kommer fra et nasjonalt representativt utvalg på 1 000 ungdomsskolelærere som deltok i Teaching and Learning International Study (TALIS) i 2024. TALIS er en internasjonal studie som handler om lærerprofesjonen. Bruken av TALIS-data bidrar til at dette kapittelet komplementerer tidligere forskning på feltet som i stor grad er kvalitativ. Vi finner at norske lærerne rapporterer om et bredt spekter av praksiser som er i tråd med opplæringsloven og LK20, og at de rapporterer mange av disse praksisene i større grad enn i 2018. Vi finner også at matematikklærere rapporterer om litt andre praksiser enn lærere i andre fag. I kapittelet diskuterer vi disse funnene i lys av forskning på undervisningspraksis, tidligere forskning på undervisning i Norge, og rammer som gis i opplæringsloven og læreplanen (LK20).

• Nortvedt, Guri A. & Wiese, Eline (2026). Facilitating student involvement in assessment in diverse classrooms: a comparative case study of five whole-school practices. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-026-09496-x. Fulltekst i vitenarkiv Vis sammendrag

  Student participation in assessment is essential for realising inclusion in culturally and linguistically diverse classrooms. This paper explores how building whole-school assessment practices and a shared assessment culture enable such student involvement and participation. Drawing on case study data from interviews with school leaders, teachers and students from five schools, we create a narrative account of the schools’ practices to examine the policies, guidelines and practices that guide teachers’ classroom assessment practices. In addition, the study examines how teachers and school leaders facilitate and cater for student interaction and participation in assessment, and how the different actors in the schools perceive and describe these practices. The five schools succeed to different degrees in facilitating student involvement by 1) facilitating a whole-school approach and building an assessment culture with shared practices understood, and enacted, throughout the school, and 2) involving teachers in building shared guidelines for assessments and facilitating teacher cooperation.

• Selling, Alexander Jonas Viktor & Nortvedt, Guri A. (2026). SCAFFOLDING STUDENTS' COLLABORATIVE PROBLEM-SOLVING ACTIVITIES IN AN ADVANCED UPPER SECONDARY MATHEMATICS CLASSROOM. Proceedings of the International Groups for the Psychology of Mathematics Education. ISSN 0771-100X. 1, s. 1331–1338. doi: https:/www.igpme.org/publications/RR_PME49/rr/PME49_RR_512_Selling_A/. Fulltekst i vitenarkiv Vis sammendrag

  This paper reports from a study investigating collaborative problem solving in upper secondary mathematics classrooms following the principles of the Thinking class-rooms approach, focusing on teacher scaffolding strategies. In the observed lessons, students worked in groups of three attempting to solve problems involving solids of revolution and trigonometry. Overall, conceptual scaffolding was the most often observed scaffold. In addition, procedural, metacognitive, participatory, and epistemic scaffolding was observed. The most common scaffolding practice was questioning. Throughout the lesson the teacher managed to maintain the complexity of the task by withdrawing scaffolding at an early stage, thereby transferring responsibility to the students and allowing them to struggle with the problem.

• Andreassen, Fannie Skoland; Nortvedt, Guri A. & Selling, Alexander Jonas Viktor (2026). UPPER SECONDARY STUDENTS’ IMPASSES DURING JOINT PROBLEM-SOLVING IN A “THINKING CLASSROOM” — PME 49 Research Report. Proceedings of the International Conference of the International Group for the Pyschology of Mathematics Education. 49, s. 59–66. Fulltekst i vitenarkiv Vis sammendrag

  Researchers have found that desirable difficulties contribute to student learning. Therefore, we carried out a study that examines impasses in a teaching approach that mathematics

• Rohatgi, Anubha; Nortvedt, Guri A. & Hatlevik, Ove Edvard (2025). Norske elevers kompetanse i og erfaringer med algoritmisk tenkning. I Rohatgi, Anubha & Hatlevik, Ove Edvard (Red.), Søkelys på digital læring: Sekundæranalyser fra ICILS 2023. Cappelen Damm Forskning/NOASP. ISSN 9788202905682. s. 61–98. doi: 10.23865/cdf.271.ch3. Fulltekst i vitenarkiv Vis sammendrag

  I dette kapittelet gis en innføring i hva som måles i algoritmisk tenkning (AT) i ICILS-undersøkelsen: AT i ICILS handler først og fremst om å bryte ned større problemer i mindre, om problemløsning, om utvikling av og anvendelse av algoritmer, om abstraksjon og å evaluere løsninger på problemer. I tillegg drøfter forfatterne relevansen av prøven for den norske skolen og matematikkundervisning, blant annet ved å sammenligne hva som omfattes av AT i ICILS og i den norske læreplanen. Gjennom fagfornyelsen kommer teknologi, programmering og algoritmisk tenkning sterkere til uttrykk i læreplaner for fag i tillegg til i grunnleggende digitale ferdigheter. Resultatene av undersøkelsen viser at norske elever, sett under ett, presterer på det internasjonale gjennomsnittet. Omtrent to av tre elever presterer på et akseptabelt nivå. Samtidig er det stor spredning i resultatene til de norske elevene, og stor forskjell på hva de høyest og lavest presterende elevene mestrer. Resultatene diskuteres i lys av den norske skolekonteksten og sammenlignes med data fra andre nordiske land som har deltatt i ICILS 2023. Her trekker forfatterne blant annet inn elevens erfaring med programmering fra skolen. Målet med kapittelet er å bidra til diskusjonen om hvordan norske skoler kan ruste elever for fremtidens digitale samfunn.

• 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.

• Junker, Astrid; Nortvedt, Guri A. & Farsani, Danyal (2025). Patterning strategies in grade 1 students with low and high number sense proficiency. Educational Studies in Mathematics. ISSN 0013-1954. 118, s. 29–51. doi: 10.1007/s10649-024-10341-5. Fulltekst i vitenarkiv Vis sammendrag

  Repeating patterning proficiency predicts students’ later mathematical proficiency. A comparative multi-case design enabled the present study to compare patterning success and strategy use for repeating patterns of 75 Norwegian 6-year-old grade 1 students. We provided the students with duplicate, extend, transfer, and unit isolation activities in a semi-structured, task-based interview that was video-recorded. The students’ number sense was also measured using a digital assessment. In-depth analysis of 52 students (divided evenly into two groups based on their number sense scores, lowest and highest) was performed. A statistically significant group difference was found for extend activities. Multimodal video analysis of strategies employed revealed that both student groups used recursive and different strategies and only students with high number sense used relational strategies. The students with low number sense used more variants of recursive patterning strategies. Our findings also demonstrated that attention to pattern features may both hinder identification of a pattern’s underlying structure and reflect advanced strategy use rather than not showing pattern awareness. We discuss group differences in terms of decomposition and awareness of mathematical pattern and structure and emphasise the need for scaffolding awareness of mathematical pattern and structure through communication.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  This study explored how 12 lower secondary school students with migrant backgrounds experienced and perceived assessment in Norwegian lower secondary schools. Interviews were conducted to understand their perceptions of assessments, of the feedback they received through these assessments, and of the ways in which their teachers adapted assessments and assessment situations to meet their individual needs. The students reported diverse experiences with the assessment criteria and formats and explained how their teachers’ adaptions made in the assessments and assessment situations helped them demonstrate their competence and made them feel included. The assessment aspects they perceived as challenging included demonstrating their knowledge using the language of instruction, understanding how to participate and using assessment to further learning. Our findings suggest that teachers must develop students’ assessment literacy by actively teaching them how to demonstrate their knowledge and understanding through classroom participation and by explaining how feedback can improve their learning. Such actions will also help make assessment practices more inclusive and equitable.

• 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.

• Pettersen, Andreas; Kaarstein, Hege & Nortvedt, Guri (2024). Matematikk i PISA 2003–2022: Måling av endringer i et samfunn som endrer seg. I Pettersen, Andreas & Jensen, Fredrik (Red.), Matematisk kompetanse : I dybden på resultater fra PISA 2022. Cappelen Damm AS. ISSN 9788202839284. s. 21–48. doi: 10.23865/cdf.222.ch2. Fulltekst i vitenarkiv Vis sammendrag

  Formålet med dette kapittelet er å diskutere resultatene fra PISA-undersøkelsene fra 2003 til 2022 i lys av endringer i matematikkfaget og norsk skole i samme periode. Fra 2003 til 2018 var det relativt stabile matematikkre- sultater, til tross for at den norske skolen i denne perioden var gjennom flere læreplanskifter. Fra 2018 til 2022 var det en stor tilbakegang i de norske PISA- resultatene. Selv om de fleste deltagerlandene opplevde en betydelig tilbake- gang i matematikkresultatene i løpet av denne fireårsperioden, var Norge blant landene hvor tilbakegangen var størst. PISA-undersøkelsen gir ikke informasjon om årsaken til endringene i prestasjoner, men den betydelige tilbakegangen på tvers av land kan tyde på at covid-19-pandemien har hatt en stor innvirkning på elevenes læring. Denne antagelsen støttes av at det er nedgang i resultatene til elever på alle ferdighetsnivåer i PISA-undersøkelsen. En mulig forklaring er at elevene under covid-19-pandemien i perioder ikke fikk like god undervisning som de vanligvis får. Spesielt er elever som strever med faglig innhold eller motivasjon for å lære ofte mer sårbare for varierende undervisningskvalitet. Resultatene fra PISA 2022 viser også at det er økning i andelen lavtpresterende elever, til tross for en lang satsing på «tidlig innsats», hvor målet er at alle barn og unge skal oppleve mestring i skolen. Samtidig kan størrelsen på tilbakegangen i resultatene til de norske elevene indikere at det også er andre faktorer, i tillegg til pandemien, som har hatt en innvirkning på elevenes læringssituasjon.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  This study investigated inclusive teacher assessment practices in culturally and linguistically diverse Norwegian lower secondary schools as well as tensions in and the potential of teacher assessment literacy. Case study data gathered through interviews with 21 teachers in five schools were analysed to examine the schools' assessment policies, teacher assessment practices, adaptions and challenges teachers face when assessing diverse student groups. We found that teacher assessment literacy development benefitted from collective and shared whole-school practices and that, while teachers had multiple strategies for assessment and adapting those to their students’ needs, these were not specifically targeted at cultural diversity.

• 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. I Buchholtz, Nils (Red.), Initiationen mathematikdidaktischer Forschung. Springer. ISSN 9783658367657. doi: 10.1007/978-3-658-36766-4_28. Fulltekst i vitenarkiv Vis sammendrag

  The orientation of school curricula for mathematics in many countries is based on the formulation of central competencies that students should learn in class. The idea of competency orientation takes up central mathematical ways of thinking and working, which should be taught in addition to the mathematical content in the classroom. By means of a comparative description of competence orientation in three countries, Germany, Korea, and Norway, we show how the educational policy idea of competence orientation has developed as an example. By examining the similarities and differences between the countries, it becomes clear which guiding ideas are linked to competence orientation, and how research in mathematics education can influence educational policy in the countries.

• Junker, Astrid & Nortvedt, Guri A. (2022). Relations between grade 1 students' number sense and nonverbal and verbal reasoning. I 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 (Red.), 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 9789198402469. s. 105–112. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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. I Martin, Christie; Miller, Bridget T & Polly, Drew (Red.), Technology Integration and Transformation in STEM Classrooms. IGI Global. ISSN 9781668459201. doi: 10.4018/978-1-6684-5920-1.ch012. Fulltekst i vitenarkiv Vis sammendrag

  This chapter discussed the relationships between students' self-beliefs and interest in mathematics, their exposure to ICT in school and mathematics lessons, and their achievement levels. The authors linked data from the PISA 2012, comprising both paper- and computer-based mathematics assessments to data from student questionnaires for 16 European countries participating in both assessment formats. LPA was applied to identify and distinguish between six student groups. The results indicated that self-beliefs were more strongly related to achievement than the level of ICT use was. Students with the highest reported self-beliefs and moderate ICT exposure outscored other students. The same patterns were observed for both assessment formats. For most of the countries observed, nearly 50% of the students were characterized by average self-beliefs and low or no use of ICT. On average, these students had achievement scores close to the OECD mean. Across all countries, students with low self-beliefs also had the lowest average achievement scores, regardless of their extent of exposure to ICT.

• Fauskanger, Janne; Naalsund, Margrethe; Nilsen, Hans Kristian; Nortvedt, Guri A.; Pálsdóttir, Guðbjörg & Portaankorva-Koivisto, Päivi [Vis alle 9 forfattere av denne artikkelen] (2022). Bringing Nordic mathematics education into the future : a review of the papers presented at the NORMA20 conference. I 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 (Red.), 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 9789198402469. s. 281–294. Fulltekst i vitenarkiv Vis sammendrag

  The NORMA conferences held triennially gather academics from the Nordic area and beyond. The conferences offer a window into the key topics and outcomes of Nordic mathematics education research. This paper presents an analysis of the 73 regular papers presented at the NORMA20 conference held in Oslo in June 2021 and published in the conference pre- and proceedings. The analysis yields research questions, methods, and key findings for the educational levels spanning kindergarten through to higher education. The majority of the papers present research from primary school-level and pre- and in-service teacher education. Across the educational levels, teaching methods and classroom discourse emerged as the most frequent topics, dominated by empirical studies that applied qualitative methods.

• Nortvedt, Guri-Anne (2022). What happens over time to students identified as being at risk of falling behind in numeracy? I Fernandez, C.; Llinares, S.; Gutierrez, A. & Planas, N. (Red.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45). Universidad de Alicante. ISSN 9788413021782. Fulltekst i vitenarkiv Vis sammendrag

  This study followed 191 students in 10 schools over three years, investigating what happens over time with students identified as at risk of falling behind in numeracy. The study uses data from a formative, national numeracy mapping test. The results show that students’ test scores often varies from one year to the next. Only 10 students were consistently identified as being at risk. A score pattern analysis revealed that they showed little progress from grade 1 to grade 2 in number concept and counting skills. This improved in grade 3, but they remained behind their peers in conceptual understanding and calculation skills. From a response to intervention perspective, these students would likely have benefitted from teaching interventions in grade 1 to familiarise them with the number line.

• Altrichter, Herbert; Herzog-Punzenberger, Barbara; Fulterer, S; Brown, Martin; Burns, Denise & Nortvedt, Guri A. [Vis alle 12 forfattere av denne artikkelen] (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), s. 251–261. Fulltekst i vitenarkiv
• Forsbakk, Bente & Nortvedt, Guri A. (2021). Prøven er gjennomført, hva nå? En studie av praksiser i arbeid med nasjonale kartleggingsprøver i regning. I Lekang, Trond & Moen, Torill (Red.), Tilpasset opplæring og tidlig innsats i ordinær undervisning og i spesialundervisning. Universitetsforlaget. ISSN 9788215034416. s. 207–222. Fulltekst i vitenarkiv Vis sammendrag

  Hensikten med dette kapitlet er å beskrive hva som kjennetegner god kartleggingspraksis eksemplifisert med læreres arbeid med nasjonale kartleggingsprøver i regning. Begrepet kartleggingspraksis omfatter en helhetlig prosess fra å sette seg inn i prøvens innhold og format, gjennomføre prøven, tolke resultater og sette i gang tiltak i etterkant av prøven. I intervjuer med til sammen elleve lærere beskriver og reflekterer de over egen praksis og hvordan de samarbeider med andre lærere om nasjonale kartleggingsprøver i regning. De er opptatt av at elever i begynneropplæringen skal oppleve mestring. For dem er kartleggingspraksis som gir innsikt i hva elever kan og strever med, viktig for å ivareta tilpasset opplæring og tidlig innsats.

• 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), s. 533–551. doi: 10.1007/s10649-021-10065-w. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Nortvedt, Guri A.; Bratting, Karianne Berg; Kovpanets, Oksana; Pettersen, Andreas & Rohatgi, Anubha (2020). Improving equity through national-level assessment initiatives. I Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Red.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. s. 225–248. doi: 10.1007/978-3-030-61648-9_9. Fulltekst i vitenarkiv Vis sammendrag

  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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Nortvedt, Guri A.; Wiese, Eline F.; Brown, Martin D.; Burns, Denise; McNamara, Gerry & O'Hara, Joe [Vis alle 11 forfattere av denne artikkelen] (2020). Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 32, s. 5–27. doi: 10.1007/s11092-020-09316-w. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Herzog-Punzenberger, Barbara; Altrichter, Herbert; Brown, Martin D.; Burns, Denise; Nortvedt, Guri A. & Skedsmo, Guri [Vis alle 11 forfattere av denne artikkelen] (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), s. 395–424. doi: 10.1007/s11092-020-09330-y. Fulltekst i vitenarkiv Vis sammendrag

  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 (2020). Numeracy and migrant students: a case study of secondary level mathematics education in Norway. ZDM: Mathematics Education. ISSN 1863-9690. 52(3), s. 527–539. doi: 10.1007/s11858-020-01143-z. Fulltekst i vitenarkiv Vis sammendrag

  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. [Vis alle 9 forfattere av denne artikkelen] (2019). Assessment with and for Migration Background Students-Cases from Europe. Eurasian Journal of Educational Research (EJER). ISSN 1302-597X. s. 39–69. doi: 10.14689/ejer.2019.79.3. Fulltekst i vitenarkiv Vis sammendrag

  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. I Häggström, Johan (Red.), 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 9789198402421. s. 211–220. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2018). Policy impact of PISA on mathematics education: The case of Norway. European Journal of Psychology of Education (EJPE). ISSN 0256-2928. 33(3), s. 427–444. doi: 10.1007/s10212-018-0378-9. Fulltekst i vitenarkiv Vis sammendrag

  This article addresses the policy implications of participation in international large-scale assessments (ILSAs), particularly the Programme for International Student Assessment (PISA), and the ways in which such implications might influence mathematics education. Taking Norway as a special case, this discussion focuses on insights into teaching, learning and assessment practices that can be inferred from the PISA study, and how participation in ILSAs has contributed to educational policy and even changed policymakers’ perspectives on schools, teachers and students. Following publication of the PISA 2000 results, Norway experienced a ‘PISA shock’, leading to the implementation of a national quality assessment system and national tests. In addition, changes were made to the mathematics curriculum for compulsory school and to mathematics teacher education. More recently, public debate has focused less on rank and league tables, shifting instead to the high number of low-achieving students and the low number of high achievers. Moreover, there has been little uptake of policy advice provided by the Organisation for Economic Co-operation and Development (OECD), which focuses on strengthening accountability measures. Furthermore, although the Norwegian educational system in the past decade has undergone a decentralisation process, the educational system still follows the Nordic model, which focuses on equity and ‘education for all’. Analyses of the Norwegian case indicate that policymaking takes place in highly cultural contexts, and that international studies might be used merely to validate existing policy directions.

• 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. 12(4). doi: 10.5617/adno.6383. Fulltekst i vitenarkiv Vis sammendrag

  I 2014 ble andre generasjon av de statlige kartleggingsprøvene i regning tatt i bruk på 1.–3. trinn i småskolen i Norge. Disse prøvene skal brukes til å identi-fisere elever som kan ha behov for ekstra oppfølging, og skal i tillegg brukes til vurdering for læring med identifiserte elever. Derfor er det mange enkle oppgaver på prøven, slik at lærerne skal få mye informasjon om hva disse elevene mestrer. Kartleggingsprøvene skal normalt ha en levetid på fem år, slik at innholdet i prøvene over tid blir godt kjent for skolene og lærerne. Hva vet vi om norske elevers tallforståelse og regneferdigheter etter fire gjennomføringer, og hvordan bruker lærerne prøvene? Innsamling av elevdata etter hver gjennomføring viser at andelen elever under bekymringsgrensen ikke har sunket i perioden 2014–2017. Elever under bekymringsgrensen viser at de mestrer enkle tellestrategier og at de er i ferd med å utvikle en mental tallinje, men også at de sannsynligvis bruker enkle og kanskje ikke hensiktsmessige regnestrategier. Dybdeintervjuer med sju lærere fra fire skoler viser at de er godt forberedt og påpasselige med å gjennomføre prøvene etter de retningslinjene Utdanningsdirektoratet har fastsatt, men at de strever med å tolke og følge opp resultatene. Enkelte lærere viser også holdninger til prøvene og kartlegging som tilsynelatende ikke er produktive med tanke på effektiv undervisning. Det antas at målrettet etterutdanning og verktøy som kan hjelpe lærere med å tolke data, vil kunne bidra til en positiv endring der prøveresultater i større grad tas i bruk og at dette på sikt vil føre til at færre elever skårer under bekymringsgrensen.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  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), s. 555–570. doi: 10.1007/s11858-018-0963-z. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  In this debate, in arguing for the position that ‘Research should not inform teaching.’ we present three lines of reasoning. First, we observe that despite many years of research, research has had very little impact on teaching and begin our argument by presenting scientific evidence and other sound reasons as to why this is so. Hence given the fact that research does not inform teaching we should, as a community, now accept that research clearly should not inform teaching. Our second argument rests in the observation if research is to influence teaching then it must be accessible to teachers and that the current publishing practices militate against this. Finally, much research is now funded by policy-initiated programmes, with research agendas being tacitly steered towards policy directives. Thus rather than researchers being free to follow interesting lines of thought and design independent research studies that identify and address the crucial questions regarding teaching and learning, funding research ends up conforming to policy-formed questions that are rooted in current knowledge. This results in maintenance of the status quo in teaching rather than radically changing it.

• 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. s. 1–17. doi: 10.1007/s10763-017-9807-5. Fulltekst i vitenarkiv Vis sammendrag

  In more and more countries, the goal of mathematics education is to develop students’ mathematical competence beyond procedural and conceptual knowledge. Thus, students need to engage in a rich variety of tasks comprising competencies such as communication, reasoning and problem-solving. In addition, assessment tasks should be constructed to measure the particular aspects of mathematical competence to align assessment with curriculum. Teachers need to be able to recognise competency demand in the mathematical tasks they want to use for teaching and assessment purposes, which might prove difficult. The aim of this study was to analyse the outcome of 5 teachers’ and prospective teachers’ use of an item analysis tool. For each of 141 assessment tasks, the teachers and prospective teachers individually applied the tool to identify the competency demand of the task on a scale from 0 to 3 for each of 6 mathematical competencies. Overall, the analysis reveals high consistency in their analysis. However, the teachers and prospective teachers utilised a restricted range of the scale, rarely judging a task to demand a high level of competence. This indicates that the 5 teachers and prospective teachers can use the tool to identify which of the 6 competencies are at play in solving a task, but can only differentiate to a limited extent between tasks that demand a low level of competence and those that demand a high level. In conclusion, we propose that an item analysis tool could be useful to teachers and prospective teachers as a means of analysing and selecting appropriate tasks that enhance development of mathematical competencies. The final version of this research has been published in International Journal of Science and Mathematics Education. © 2017 Springer Verlag

• 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), s. 3-305–3-312. Fulltekst i vitenarkiv Vis sammendrag

  In this paper, using gender as the topic in focus, we argue that transferring items and surveys from one cultural context to another might be highly problematic. For instance, in the Nordic context, gender issues are addressed in teacher education that reflects how equity is viewed on a societal and political level. Consequently, research on teacher students’ gendered beliefs should acknowledge and take into consideration their knowledge of gender equity during item development. Rather than being translated and adapted, items should be re-constructed and embedded in the context in which they are to be used in order to achieve a valid, reliable instrument. In addition, how gender equity is expressed develops over time, which differs in different cultural contexts. Consequently, time is also a factor to consider.

• 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), s. 4-59–4-66. doi: 10.1007/s10763-017-9807-5. Fulltekst i vitenarkiv
• 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 9789289345217. s. 27–58. Fulltekst i vitenarkiv
• Nortvedt, Guri A. & Pettersen, Andreas (2016). Matematikk. I Kjærnsli, Marit & Jensen, Fredrik (Red.), Stø kurs Norske elevers kompetanse i naturfag,matematikk og lesing i PISA 2015. Universitetsforlaget. ISSN 9788215027470. s. 107–135. doi: 10.18261/9788215027463-2016-07. Fulltekst i vitenarkiv Vis sammendrag

  I denne rapporten presenterer vi resultater fra PISA 2015. Undersøkelsen er utført ved Institutt for lærerutdanning og skoleforskning ved Universitetet i Oslo, på oppdrag fra Utdanningsdirektoratet. I PISA-undersøkelsen blir norske 15-åringer sammenliknet med jevnaldrende elever i andre OECD-land innen tre sentrale fagområder: lesing, matematikk og naturfag. Undersøkelsen gjennomføres hvert tredje år for å kunne se på endring over tid. Alle de tre fagområdene er med hver gang, men for hver gjennomføring blir ett av dem mer vektlagt. I PISA 2015 var naturfag hovedområde. I tillegg til å se på elevenes kompetanser i lesing, matematikk og naturfag, gir undersøkelsen også informasjon om andre sider ved skolen, som elevers holdninger og oppfatninger av undervisning og læringsmiljø. Denne rapporten er basert på resultater som er gitt i de to første bindene av den internasjonale rapporten, som blant annet inneholder tabeller med detaljerte resultater for alle deltakerlandene. Det vil bli gitt ut flere bind av den internasjonale rapporten, og nasjonalt er det også planer om å publisere artikler og tematiske rapporter basert på dataene fra PISA 2015. Norge har deltatt i PISA-undersøkelsen siden 2000, og i denne rapporten har vi lagt vekt på å sammenlikne de norske resultatene med tidligere undersøkelser. Blant annet presenterer vi endring i de norske elevenes prestasjoner i naturfag og hvordan deres holdninger og oppfatninger av læringsmiljø har endret seg over tid. I tillegg sammenlikner vi de norske resultatene med resultatene i de andre nordiske landene. En sammenlikning av norske elevers prestasjoner med prestasjonene til elever i andre land gir interessante indikasjoner på hvor gode norske elever er på ulike områder i en internasjonal sammenheng. PISA måler selvsagt ikke alle sider ved norsk skole, men kan gi oss informasjon om noen utfordringer og muligheter som det ikke ville vært så lett å få øye på uten å gjøre en internasjonal sammenlikning. På den måten kan undersøkelsen bidra med viktig informasjon til videre diskusjon om norsk skole.

• 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. I Nilsen, Trude & Gustafsson, Jan-Eric (Red.), Teacher Quality, Instructional Quality and Student Outcome. Relationships Across Countries, Cohorts and Time.. Springer. ISSN 9783319412511. doi: 10.1007/978-3-319-41252-8_5. Fulltekst i vitenarkiv
• 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), s. 377–395. doi: 10.1080/0969594X.2015.1108900. Fulltekst i vitenarkiv
• 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, s. 3-289–3-296. Fulltekst i vitenarkiv Vis sammendrag

  This paper presents the outcomes of a research project aimed at developing mapping tests designed to identify students at-risk of lagging behind in mathematics. Data from the first test implementation (N1 = 2,370, N2 = 2,483 and N3 = 2,286) are used to investigate at-risk grade 1–3 students’ understanding of the number sequence and the number line, as well as to discuss how this knowledge develops across grades. Analyses indicate at-risk students demonstrate a weak understanding of the number sequence. When attempting to identify target numbers on a structured number line, many consistently count by one from zero. Evidence suggests at-risk students do not master counting by two, five or ten. In addition, some struggle with the conventions for writing numbers. More growth is seen from grade 1 to 2 than from grade 2 to 3.

• Nortvedt, Guri A. (2013). Resultater i matematikk. I Kjærnsli, Marit & Olsen, Rolf Vegar (Red.), Fortsatt en vei å gå. Norske elevers kompetanse i matematikk, naturfag og lesing i PISA 2012. Universitetsforlaget. ISSN 9788215023236. s. 67–95. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2013). Matematikk i PISA - matematikkdidaktiske perspektiver. I Kjærnsli, Marit & Olsen, Rolf Vegar (Red.), Fortsatt en vei å gå. Norske elevers kompetanse i matematikk, naturfag og lesing i PISA 2012. Universitetsforlaget. ISSN 9788215023236. s. 43–66. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Jensen, Fredrik & Nortvedt, Guri A. (2013). Holdninger til matematikk. I Kjærnsli, Marit & Olsen, Rolf Vegar (Red.), Fortsatt en vei å gå. Norske elevers kompetanse i matematikk, naturfag og lesing i PISA 2012. Universitetsforlaget. ISSN 9788215023236. s. 97–120. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2012). Bruk av tekstoppgaver på matematikktester og -prøver: et kort review. I Hopfenbeck, Therese Nerheim; Kjærnsli, Marit & Olsen, Rolf Vegar (Red.), Kvalitet i norsk skole: Internasjonale og nasjonale undersøkelser av læringsutbytte og undervisning. Universitetsforlaget. ISSN 9788215020044. s. 212–222. Fulltekst i vitenarkiv Vis sammendrag

  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. I Befring, Edvard & Tangen, Reidun (Red.), Spesialpedagogikk. Cappelen Damm AS. ISSN 9788202352264. s. 370–384. Fulltekst i vitenarkiv
• Nortvedt, Guri A. & Vogt, Grethe O (2012). Matematikkopplæring og tidlig innsats. I Bjørnsrud, Halvor & Nilsen, Sven (Red.), Tidlig innsats - bedre læring for alle?. Cappelen Damm Akademisk. ISSN 9788202360931. s. 105–119. Fulltekst i vitenarkiv
• 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), s. 255–269. doi: 10.1016/j.jmathb.2011.04.003. Fulltekst i vitenarkiv
• Nortvedt, Guri Anne (2010). Understanding and solving multistep artihmetic word problems. NOMAD – Nordisk matematikkdidaktikk. ISSN 1104-2176. 15(3), s. 23–50. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Skott, Charlotte Krog; Blomhøj, Morten; Eckert, Andreas; Elicer, Raimundo; Herheim, Rune & Kristinsdóttir, Bjarnheiður [Vis alle 11 forfattere av denne artikkelen] (2025). 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. ISBN 9789198402483. 483 s. Fulltekst i vitenarkiv
• Nortvedt, Guri A.; Buchholtz, Nils; Fauskanger, Janne; Hähkiöniemi, Markus; Jessen, Britta Eyrich & Nilsen, Hans Kristian [Vis alle 13 forfattere av denne artikkelen] (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 9789198402469. 302 s. Fulltekst i vitenarkiv Vis sammendrag

  The story about the NORMA20 conference is the story about a conference that had to be postponed, as a pandemic prevented us from coming together to present and discuss our research. When we made the decision to postpone just after Easter in 2020, we were all sad and disappointed that all the efforts made by authors, reviewers, LOC and IPC members might be for nothing. However, during 2020, digital solutions for cooperation emerged so we could host NORMA20 as an online conference in June 2021.<p> <p>Delaying the conference had both positive and negative consequences. On the positive side, postponing allowed us to make a call for contributions in both 2019 and 2020, substantially increasing the number of submissions. Not only was the number of submissions large but the number of accepted submissions also increased. During the conference, 72 regular papers, 30 short communications, nine poster presentations, four keynotes, and one working group were presented. This made the NORMA20 conference the largest NORMA conference to date.

• Nortvedt, Guri A.; Buchholtz, Nils; Fauskanger, Janne; Hreinsdottir, Freyja; Hähkioniemi, Marcus & Jessen, Britta Eyrich [Vis alle 15 forfattere av denne artikkelen] (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 s. Fulltekst i vitenarkiv Vis sammendrag

  This volume presents Nordic mathematics education research, which will be presented at the Ninth Nordic Conference on Mathematics Education, NORMA 20, in Oslo, Norway, in June 2021. The theme of NORMA 20 regards what it takes or means to bring Nordic mathematics education into the future, highlighting that mathematics education is continuous and represents stability just as much as change.

• Ludvigsen, Sten Runar; Nortvedt, Guri A.; Petterson, Astrid; Sollerman, Samuel; Olafsson, Ragnar F. & Taajamo, Matti [Vis alle 9 forfattere av denne artikkelen] (2016). Northern Lights on PISA and TALIS. Nordisk ministerråd. ISBN 9789289345217. 216 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• 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
• 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​​. Fulltekst i vitenarkiv
• Junker, Astrid & Nortvedt, Guri-Anne (2022). A case study of two 1st grade students' strategic reasoning in repeating patterning tasks. I Fernandez, C.; Llinares, S.; Gutierrez, A. & Planas, N. (Red.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45). Universidad de Alicante. ISSN 9788413021782. s. 4-243–4-243. Fulltekst i vitenarkiv
• Junker, Astrid & Nortvedt, Guri-Anne (2022). Strategy variation in counting and patterning: Part-whole reasoning. I Fernandez, C.; Llinares, S.; Gutierrez, A. & Planas, N. (Red.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45). Universidad de Alicante. ISSN 9788413021782. s. 4-363–4-363. Fulltekst i vitenarkiv
• Herzog-Punzenberger, Barbara; Altrichter, Herbert; Brown, Martin; Burns, Denise; Nortvedt, Guri A. & Skedsmo, Guri [Vis alle 11 forfattere av denne artikkelen] (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), s. 425–426. doi: 10.1007/s11092-020-09332-w. Fulltekst i vitenarkiv
• Stovner, Roar Bakken & Nortvedt, Guri A. (2019). Using video data to research teachers’ feedback practices – a matched comparison approach. Fulltekst i vitenarkiv Vis sammendrag

  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. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2017). Matematikkvansker – en vanske å regne med. I Rygvold, Anne-Lise & Ogden, Terje (Red.), Innføring i spesialpedagogikk. Gyldendal Akademisk. ISSN 9788205500648. s. 73–98. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2017). Issues in mathematics education. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2017). Aiding cultural responsive assessment of migrant students in a globalising school. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Nortvedt, Guri A. & Rohatgi, Anubha (2016). Improving schools? The potential outcome of principal and teacher collaboration on a mapping test for primary school students? Fulltekst i vitenarkiv
• Nortvedt, Guri A. & Rohatgi, Anubha (2016). The teacher as a stakeholder in utilizing an assessment for learning tool. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2013). PISA 2012 - Matematikk. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2013). Revidert læreplan i matematikk. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2013). Comming to learn the language of mathematics. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2013). Nye læreplaner i matematikk. [Journal]. Bedre Skole. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2013). Leseforståelse og matematikk. Bedre Skole. ISSN 0802-183X. s. 26–31. Fulltekst i vitenarkiv
• Pettersen, Andreas & Nortvedt, Guri A. (2013). Assessing Grade 2 students' understanding of the number line: the issue of the item format. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2012). Is what you test what you get? Using assessment data to research students’ mathematical problem solving. Fulltekst i vitenarkiv
• Nortvedt, Guri (2011). Hvordan mestre oppgaver fra dagliglivet. [Journal]. Utdanning. Fulltekst i vitenarkiv
• Nortvedt, Guri & Sewell, Julie (2011). European doctoral research highlights in educational assessment. Fulltekst i vitenarkiv Vis sammendrag

  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). Tekstoppgaver – en egenartet matematisk tekst. Fulltekst i vitenarkiv
• Nortvedt, Sigrid S. & Nortvedt, Guri (2011). Assessing theory in practice in a course in natural resource management in secondary school. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Nortvedt, Guri (2011). Arbeid med tekstoppgaver i matematikkundervisningen. Fulltekst i vitenarkiv
• Nortvedt, Guri (2011). Der lesing og regning møtes: Tekstoppgaver i matematikk. Fulltekst i vitenarkiv
• Nortvedt, Guri-Anne (2011). Innovations in assessment to meet changing needs. CADMO. ISSN 1122-5165. 19(1), s. 1–5. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Nortvedt, Guri Anne (2010). Scaffolding students’ work on multistep arithmetic word problems: Differences in scaffolding patterns. Fulltekst i vitenarkiv
• Nortvedt, Guri Anne (2010). Foreldreskole- foredrag om hva foreldre kan bidra med for å motivere barna for matematikk. Fulltekst i vitenarkiv
• White, Mark Christopher; Nortvedt, Guri A.; Rohatgi, Anubha & Bjørnsson, Julius Kristjan (2025). Den norske lærerrollen i endring: Resultater fra TALIS 2024. Faculty of Educational Sciences, University of Oslo. doi: https:/www.talis2024.no/downloads/TALIS%202024.pdf. Fulltekst i vitenarkiv Vis sammendrag

  Den norske skolen er fortsatt preget av positive relasjoner, samarbeid og autonomi. De aller fleste lærere rapporterer at de har positive profesjonelle relasjoner med kollegaer, elever, foreldre og rektorer. Videre gir flertallet av lærerne uttrykk for at de har muligheter til medbestemmelse, at de støtter og stoler på hverandre, at de bidrar til skoleutvikling, og at de har en betydelig grad av autonomi i undervisningen. De fleste rektorene oppgir at de samarbeider med lærere for å løse atferdsproblemer blant elevene, og at de støtter lærere i utviklingen av deres undervisningspraksis. Behov for støttepersonell i skolen. På spørsmål om hva som hindrer skolen å kunne tilby undervisning av høy kvalitet, gir et mindretall av rektorene uttrykk for at det er behov for flere kvalifiserte lærere. Det største personellbehovet rektorene forteller om, er behovet for støttepersonell. Norske klasserom er blitt mer heterogene. Sammensetningen av elever i den norske skolen har endret seg betydelig siden 2018. Sammenlignet med 2018 rapporterer en høyere andel av de norske lærerne i 2024 at mer enn en tredjedel av elevene i klassene deres har vanskeligheter med å forstå norsk, er faglig svake, har spesielle opplæringsbehov og/eller atferdsvansker. Norge har tradisjonelt sett vært mindre heterogent enn mange andre deltakerland i TALIS, også sammenlignet med de andre nordiske landene. Med tanke på heterogenitet er elevsammensetningen i 2024 blitt mer lik den vi finner i de andre nordiske landene. Utfordringer knyttet til læreres tro på at de kan motivere elever. Fire av ti norske lærere tror at de kan motivere elever som viser liten interesse for skolearbeidet, og 55 prosent tror at de kan hjelpe elevene til å verdsette læring. Sammenlignet med lærere i det andre nordiske landene, er det omtrent 20 prosentpoeng færre norske lærere som tror at de kan få til dette. Utfordringer knyttet til elevenes motivasjon. Halvparten av lærerne rapporterer at de kan stole på at elevene gjør arbeidsoppgavene sine. Bare én av tre lærere gir uttrykk for at de kan stole på at elevene gjør leksene sine. Mer stress og uro. Flere lærere i 2024 enn i 2018 rapporterer om et høyt nivå av stress på jobben, og en økende andel av lærerne svarer at jobben deres påvirker deres egen helse negativt. Økningen i stress er spesielt relatert til håndtering av enkeltelevers behov og til klasseledelse. Når vi spør nyutdannede lærere i 2024, er det færre som planlegger å bli i yrket i mange år, sammenlignet med hva de svarte i 2018. Lærere trives på jobb, men føler seg mindre verdsatt av samfunnet. De fleste lærere gir uttrykk for at de liker å undervise, og at de er fornøyde med arbeidsforholdene (utenom lønnen). De har også høy tiltro til at de mestrer de fleste aspektene av jobben, og de mener at de har positive relasjoner til rektor, elever og foreldre. Flertallet gir også uttrykk for at de føler seg verdsatt av elever og foreldre. Men færre lærere rapporterer at de føler seg verdsatt av samfunnet, og flere lærere er misfornøyde med lønnen sin, sammenlignet med lærerne i 2018 og i de andre nordiske landene. Nyutdannede lærere gir i større grad enn før uttrykk for at lærerutdanningen var av høy kvalitet. Omtrent seks av ti lærere som ble utdannet etter 2017, er enige i at deres egen lærerutdanning hadde høy kvalitet. Lærere som ble utdannet etter 2017, rapporterte i større grad at lærerutdanningen var av høy kvalitet enn de lærerne som ble utdannet mellom 2003 og 2017. Nyutdannede lærere tas godt imot i skolen. Blant lærere med mindre enn to års erfaring har omtrent ni av ti deltatt i enten et formelt innføringsprogram eller uformelle innføringsaktiviteter ment for å støtte dem i overgangen fra utdanning til å praktisere som lærer. Dette er en betydelig endring fra TALIS 2018, som viste at nyutdannede lærere i liten grad ble fulgt opp. Blant de nyutdannede lærerne som fikk oppfølging ved ansettelse, oppgir 80 prosent at de fikk veiledning fra rektor eller erfarne lærere. Dagens tilbud om faglig og yrkesmessig utvikling har lite å si for undervisningspraksis. Lærere rapporterer at de deltok i mer faglig og yrkesmessig utvikling i 2024 enn de gjorde i 2018, men de fleste mener at disse utviklingsaktivitetene i liten grad påvirket undervisningspraksisen deres. I 2024 er det flere lærere enn i 2018 som rapporterer om et behov for å lære mer om hvordan de kan imøtekomme behov hos enkeltelever. Rektorer er stort sett fornøyde i jobben sin. De fleste rektorer melder at de er fornøyde med jobben. De får støtte fra de ansatte på skolen og har innflytelse på viktige beslutninger. Omtrent 70 prosent er fornøyde med arbeidsbetingelsene (unntatt lønnen), mens omtrent halvparten er fornøyde med lønnen. Som for lærere er det en nedgang i andelen rektorer som mener at de blir verdsatt av samfunnet, sammenlignet med TALIS 2018. Rektorer rapporterer om høyt stressnivå i jobben. Én av fem rektorer gir uttrykk for at jobben har negative konsekvenser for deres egen helse. Stresset oppstår i stor grad på grunn av fravær av personell, administrativt arbeid og behovet for å imøtekomme elevenes behov for tilpasning. Rektorer rapporterer om begrenset tid til pedagogisk ledelse. Rektorer rapporterer at de bruker mer tid på administrative oppgaver og på å støtte lærere i arbeidet med å løse atferdsproblemer i klasserommet, mens de bruker mindre tid på å observere undervisning, å gi tilbakemelding og å ansvarliggjøre lærere med tanke på kvalitet i undervisningen og elevenes læringsutbytte. Lav svarprosent på spørreskjemaet. På grunn av lav svarprosent er det nødvendig å ta noen forbehold når funn fra undersøkelsen i 2024 skal tolkes. Du kan lese mer om dette i det tekniske vedlegget

• 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. Fulltekst i vitenarkiv Vis sammendrag

  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. & Rohatgi, Anubha (2018). Rapport fra skolelederundersøkelsen. Om Osloskolenes bruk av kartleggingsprøver i regning for småtrinnet. Universitetet i Oslo. ISSN 9788293292050. Fulltekst i vitenarkiv Vis sammendrag

  Kartleggingsprøver i regning for småskoletrinnet ble innført i 2009 og kan sees som ett av tiltakene som skal hjelpe skolene med tidlig innsats. Prøvene skal brukes til å identifisere og følge opp elever under en bekymringsgrense. Til forskjell fra nasjonale prøver, er resultater og data fra kartleggingsprøvene skolens eiendel. Den enkelte skole har ansvar for å følge opp identifiserte enkeltelever, men hvordan den enkelte skole arbeider med kartleggingsprøven, bestemmes av skolen selv. Det er utviklet et veiledningsmateriell til prøvene, samt en instruks til gjennomføring, som skal hjelpe skolene i arbeidet med kartleggingsprøvene. Institutt for lærerutdanning og skoleforskning har hatt ansvar for å utvikle kartleggingsprøvene på oppdrag fra Utdanningsdirektoratet. Underveis i prøveutviklingen har det vært stort fokus på å validere innholdet i prøvene med elever, lærere og skoleledere. Nå som prøvene er vel etablert, er det naturlig å følge opp dette arbeidet med å undersøke hvordan skolene bruker prøvene. Ett ledd i følgestudiene er denne spørreundersøkelsen som er gjennomført med Oslo-rektorer vinteren 2017. Til sammen 53 rektorer har svart på undersøkelsen, og i denne rapporten gir vi en kortfattet oppsummering av hvordan de svarer. Tidligere er det gjennomført intervjuer med lærere og skoleledere i to ulike kommuner.

• Nortvedt, Guri A. & Bulien, Tone (2018). Rapport : norsk matematikkråds forkunnskapstest 2017. Norsk matematikkråd og forfatterne. ISSN 9788293292067. Fulltekst i vitenarkiv
• Nortvedt, Guri A. & Rohatgi, Anubha (2018). Kartleggingsprøver i regning for 1. – 3. trinn, våren 2017. Universitetet i Oslo. Fulltekst i vitenarkiv
• Nortvedt, Guri A. & Bulien, Tone (2016). Rapport Norsk matematikkråds forkunnskapstest 2015. © Norsk matematikkråd og forfatterne, 2016. ISSN 9788293292043. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Nortvedt, Guri A.; Rohatgi, Anubha & Pettersen, Andreas (2015). Kartleggingsprøver i regning for 1. – 3. trinn, våren 2015. Universitetet i Oslo. Fulltekst i vitenarkiv
• Borge, Inger Christin; Sanne, Anders; Nortvedt, Guri A.; Meistad, Jens Arne; Skrindo, Knut & Ranestad, Kristian [Vis alle 9 forfattere av denne artikkelen] (2014). Matematikk i norsk skole anno 2014. Utdanningsdirektoratet. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2014). Norsk matematikkråds forkunnskapstest 2013. Norsk matematikkråd. ISSN 9788293292036. Fulltekst i vitenarkiv Vis sammendrag

  Med tillatelse fra Norsk matematikkråd.

• Kjærnsli, Marit; Nortvedt, Guri A. & Jensen, Fredrik (2014). Norske elevers kompetanse i problemløsing i PISA 2012. Universitetet i Oslo. ISSN 9788293292029. Fulltekst i vitenarkiv
• Nortvedt, Guri A. (2012). Rapport. Norsk matematikkråds forkunnskapstest 2011. Universitetet i Oslo. ISSN 9788290904970. Fulltekst i vitenarkiv Vis sammendrag

  Med tillatelse fra Norsk matematikkråd.

• Nortvedt, Guri Anne & Throndsen, Inger (2011). Analyserapport. Analyse av kartleggingsprøven i tallforståelse og regneferdighet for 2. trinn. Institutt for lærerutdanning og skoleforskning. Fulltekst i vitenarkiv
• Nortvedt, Guri-Anne (2011). Norwegian Grade 8 students' competence in understanding and solving multistep arithmetic word problems. Universitetet i Oslo. Fulltekst i vitenarkiv
• Nortvedt, Guri A.; Elvebakk, Georg & Lindstrøm, Tom Louis (2010). Norsk matematikkråds forkunnskapstest 2009. Universitetet i Oslo. Fulltekst i vitenarkiv

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