Faglige interesser
Jeg forsker på sammenhenger mellom undervisningskvalitet i matematikk og elevers læring.
Undervisning ved UiO
Matematikkdidaktikk på UiOs Lektorprogram.
Bakgrunn
2016  nå Doktorgradsstipendiat
2015  2016 Deltidsstudium i skoleledelse på BI.
2014  2018 Lærer på Kuben VGS. Ansvar for utvikling av "Teknologilinja" (20142016) og fagkoordinator i matematikk (20142016)
2012  2014 Kandidat i TeachFirst på Rommen Ungdomsskole. Teamleder (20132014).
2007  2012 Sivilingeniør med spesialisering i industriell matematikk. Spesialisering i topologisk analyse av big data. Mastergrad: https://ntnuopen.ntnu.no/ntnuxmlui/handle/11250/259088
Publikasjoner

Stovner, Roar Bakken & Klette, Kirsti
(2021).
Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms.
Teaching and Teacher Education : An International Journal of Research and Studies.
ISSN 0742051X.
110.
doi:
10.1016/j.tate.2021.103593.
Vis sammendrag
Feedback is a prevalent teaching practice in mathematics classrooms, but few studies have documented how mathematics teachers enact feedback in classrooms. We investigated how 47 teachers provided feedback in 172 mathematics lessons in Norwegian lower secondary schools. We analyzed the quality of feedback, the quantity of feedback, and whether the feedback addressed students’ procedural skills, conceptual understanding, or engagement in mathematical practices. Teachers spent large amounts of time providing concrete and specific feedback, most of it addressing procedural skills while conceptual feedback was less common. The study highlights details of feedback relevant for both pre and inservice mathematics teacher training.

Stovner, Roar Bakken; Klette, Kirsti & Nortvedt, GuriAnne
(2021).
The instructional situations in which mathematics teachers provide substantive feedback.
Educational Studies in Mathematics.
ISSN 00131954.
108(3),
s. 533–551.
doi:
10.1007/s1064902110065w.
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 highquality 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.

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.
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Stovner, Roar Bakken
(2019).
Conceptual and Procedural Feedback across 164 Norwegian Mathematics Lessons.

Stovner, Roar Bakken & Nortvedt, Guri A.
(2019).
Using video data to research teachers’ feedback practices – a matched comparison approach.
Vis sammendrag
Many teaching practices of high research interest occur rarely during normal teaching, such as
practices associated with conceptual understanding and higherorder 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 largescale 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 videostudies 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.

Martin, Christie; Radišić, Jelena; Stovner, Roar Bakken; BlikstadBalas, Marte & Klette, Kirsti
(2019).
Exploring the use of mathematics observation tools across contexts  How do these tools shape our understanding of instructional quality when applied in different school settings?
.
Vis sammendrag
Teaching observation instruments based on research of effective mathematics instruction are
increasingly used for teacher evaluations and forms the basis of teacher preparation programs,
professional development programs, and student assessments. Because observation
instruments now travel across sites, we need research on the crosscultural validity of these
instruments to know how the instruments can be used in other cultures. This study
investigates how three mathematics teaching observation instruments from the USA portray
the teaching of an algebra lesson in lower secondary school taught by three locally recognized
expert teachers from Norway, Finland and the USA respectively. The instruments used were
the Reformed Teaching Observation Protocol (RTOP), Mathematics Quality of Instruction
(MQI) and the Mathematics Classroom Observation Protocol for Practices (MCOP2). The
researchers chose these three instruments based on validity tests and their wide use. The total
of three lessons, three researchers’ ratings and three instruments produced 27 observational
reports. Audiorecordings of the researchers’ discussions about the rating of the lessons were
also made. The data from using the observation instruments, documented conversations, and
item level analysis were used to explore how these tools are interpreted, what qualities of
teaching the instruments measure across contexts, and what qualities of teaching that were not
measured. The three tools were created in the United States and reflect the reforms, standards,
and objectives specific to that context. Results from this study indicate the applicability of
current instruments to other contexts and shed light on how the instruments construe
instructional quality in mathematics.


Stovner, Roar Bakken; Nortvedt, Guri A.; Buchholtz, Nils & Luoto, Jennifer Maria
(2018).
Symposium of Researching the Quality of Mathematics Teaching.

Stovner, Roar Bakken
(2018).
Do MathematicsSpecific and General Observation Instruments Capture Different Aspects of Instruction?
Vis sammendrag
Subjectspecific and subjectgeneric teaching observation instruments are important steps towards a common language for teaching across subjects. Previous research shows overlap between generic and subjectspecific instruments, but it is unclear which teaching practices are rated similarly and differently. We compare how providing feedback during lessons and providing appropriate cognitive challenge are operationalized by one generic and one mathematicsspecific teaching observation instrument and find similarities, but also crucial differences. When rating 32 Norwegian mathematics teachers’ instruction, three teachers’ instruction received significantly different ratings, providing examples where the manuals do not share a common language of instruction. Such precise knowledge of how mathematicsspecific and general observation instruments differ helps researchers, teacher professional developers, and teacher evaluators to interpret results from observation instruments.

Stovner, Roar Bakken
(2017).
How Do Norwegian Mathematics Teachers Provide Feedback During Their Lessons in Lower Secondary Schools?
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Publisert 15. aug. 2016 12:51
 Sist endret 23. juni 2020 12:13