CURRICULUM VITAE

Updated March 24, 2016

Reidar Mosvold

Department of Education and Sports Science

University of Stavanger

4036 Stavanger, Norway

reidar.mosvold@uis.no

http://rmosvold.com


PROFESSIONAL EXPERIENCE

2013–: Associate Professor in Mathematics Education, Department of Education and Sports Science, University of Stavanger, Stavanger, Norway.

2006–2013: Associate Professor in Mathematics Education, Department of Early Childhood Education, University of Stavanger, Stavanger, Norway.

2005–2006: Researcher, Telemark Educational Research, Notodden, Norway.

2002–2004: PhD-student, Telemark Educational Research, Notodden, Norway.

2001–2002: Mathematics teacher, Aftenskolen, Kristiansand, Norway.

2001 (Fall): Mathematics teacher, Vågsbygd videregående skole, Kristiansand, Norway.

 

EDUCATION/DEGREES

DPhil: Mathematics in everyday life – a study of beliefs and actions. Department of Mathematics, University of Bergen, Bergen, Norway, 2006.

M.S.: Det genetiske prinsipp i matematikkdidaktikk [The genetic principle in mathematics education]. Department of Mathematics, Agder University College, Kristiansand, Norway, 2001.

M.A. equivalent: Agder University College, Kristiansand, Norway, 1999.

RESEARCH AREAS

History of mathematics, genetic approach, realistic mathematics, everyday mathematics, teacher beliefs, teacher knowledge, assessment, mathematical knowledge for teaching, mathematics in kindergarten, activity theory, learning study, lesson study

PUBLICATIONS

Edited books and volumes

Mosvold, R. & Hoover, M. (Eds.) (2016). Mathematical knowledge for teaching: Developing measures and measuring development. Special issue in The Mathematics Enthusiast, 13(1–2).

Fauskanger, J. & Mosvold, R. (Eds.) (2014). Mathematical knowledge for teaching in the Nordic region. Special issue in Nordic Studies in Mathematics Education, 19(3–4).

Mosvold, R. & Alvestad, M. (Eds.) (2011). International Journal of Early Childhood, 43(3).

Fauskanger, J., Mosvold, R. & Reikerås, E. (Eds.) (2009). Å regne i alle fag. Oslo: Universitetsforlaget.

Bekken, O.B. & Mosvold, R. (Eds.) (2003). Study the Masters. Gothenburg: National Center for Mathematics Education.

Peer-reviewed journal articles

Fauskanger, J. & Mosvold, R. (in press). Lærerarbeidets matematiske undervisningsoppgaver. Nordic Studies in Mathematics Education.

Fauskanger, J., Mosvold, R., & Kristensen, M. (in press). Født sånn, eller blitt sånn? Matematikklæreres oppfatninger om evnen til å undervise. Acta Didactica Norge.

Mosvold, R. & Ohnstad, F. O. (2016). Profesjonsetiske perspektiver på læreres omtaler av elever. Norsk Pedagogisk Tidsskrift, 100(1), 26–36.

Hoover, M., Mosvold, R., Ball, D. L., & Lai, Y. (2016). Making progress on mathematical knowledge for teaching. The Mathematics Enthusiast, 13(1–2), 3–34. 

Bjuland, R. & Mosvold, R. (2015). Lesson study in teacher education: learning from a challenging case. Teaching and Teacher Education, 52, 83–90.

Mosvold, R. (2015). Lærerstudenters tingliggjøring av elevers prestasjoner. Tidsskriftet FoU i praksis, 9(1), 51–66.

Fauskanger, J. & Mosvold, R. (2015). En metodisk studie av innholdsanalyse – med analyser av matematikklæreres undervisningskunnskap som eksempel. Nordic Studies in Mathematics Education, 20(2), 79–96.

Mosvold, R. & Fauskanger, J. (2015). Kartlegging av læreres kunnskap er ikke enkelt. Acta Didactica Norge, 9(1), Art.nr. 7.

Mosvold, R. & Bjuland, R. (2015). Lærerstudenters utvikling av matematikklæreridentitet. Norsk Pedagogisk Tidsskrift, 99(2), 97–109.

Jankvist, U. T., Mosvold, R., Fauskanger, J., & Jakobsen, A. (2015). Analysing the use of history of mathematics through MKT. International Journal of Mathematical Education in Science and Technology, 46(4), 495–507.

Bjuland, R. & Mosvold, R. (2014). Lærerstudenters refleksjoner om utvikling av læringsfellesskap. Uniped – Tidsskrift for Universitets- og Høgskolepedagogikk, 37(4), 46–57.

Hoover, M., Mosvold, R. & Fauskanger, J. (2014). Common tasks of teaching as a resource for measuring professional content knowledge internationally. Nordic Studies in Mathematics Education, 19(3–4), 7–20.

Fauskanger, J. & Mosvold, R. (2014). Studying teachers’ knowledge by the use of multiple-choice items. The case of “I’m not sure”. Nordic Studies in Mathematics Education, 19(3–4), 41–55.

Mosvold, R. & Fauskanger, J. (2014, September 25). Teachers’ beliefs about mathematical horizon content knowledge. International Journal for Mathematics Teaching and Learning. Retrieved September 26, 2014, from http://www.cimt.plymouth.ac.uk/journal/mosvold2.pdf

Fauskanger, J. & Mosvold, R. (2014). Innholdsanalysens muligheter i utdanningsforskning. Norsk Pedagogisk Tidsskrift, 98(2), 127–139.

Mosvold, R., Jakobsen, A., & Jankvist, U.T. (2014). How mathematical knowledge for teaching may profit from the study of history of mathematics. Science & Education, 23(1), 47–60.

Mosvold, R. & Fauskanger, J. (2013). Teachers’ beliefs about mathematical knowledge for teaching definitions. International Electronic Journal of Mathematics Education, 8(2–3), 43–61.

Sæbbe, P.E. & Mosvold, R. (2013). “Han går oppover mens han går nedover!” Femåringers refleksjoner om vertikal forflytning i forbindelse med klatring. Nordisk barnehageforskning, 6, art. nr. 18, 1–15.

Fauskanger, J., Jakobsen, A., Mosvold, R., & Bjuland, R. (2012). Analysis of psychometric properties as part of an iterative adaptation process of MKT items for use in other countries. ZDM – The International Journal of Mathematics Education, 44(3), 387–399.

Ng, D., Mosvold, R., & Fauskanger, J. (2012). Translating and Adapting the Mathematical Knowledge for Teaching (MKT) Measures: The Cases of Indonesia and Norway. The Mathematics Enthusiast, 9(1&2), 149–178.

Fauskanger, J., Mosvold, R., Bjuland, R., & Jakobsen, A. (2011). Does the format matter? How the multiple-choice format might complicate the MKT items. Nordic Studies in Mathematics Education, 16(4), 45–67.

Mosvold, R. & Bjuland, R. (2011). An activity theory view on learning studies. International Journal of Early Childhood, 43(3), 261–275.

Fauskanger, J. & Mosvold, R. (2010). Undervisningskunnskap i matematikk: Tilpasning av en amerikansk undersøkelse til norsk, og læreres opplevelse av undersøkelsen. Norsk Pedagogisk Tidsskrift, 94(2), 112–123.

Mosvold, R., Fauskanger, J., Jakobsen, A., & Melhus, K. (2009). Translating test items into Norwegian – without getting lost in translation? Nordic Studies in Mathematics Education, 14(4), 101–123.

Mosvold, R. (2008, July 3). Real life connections in Japan and the Netherlands: National teaching patterns and cultural beliefs. International Journal of Mathematics Teaching and Learning. Retrieved October 19, 2009, from http://www.cimt.plymouth.ac.uk/journal/mosvold.pdf

Fauskanger, J. & Mosvold, R. (2008). Kunnskaper og oppfatninger – implikasjoner for etterutdanning. Norsk Pedagogisk Tidsskrift, 92(3), 187–197.

Book chapters

Kajander, A., Holm, J., Mosvold, R., Millsaps, G., & Underwood, D. (in press). Three international examples of mathematics content courses for elementary teachers. In L. C. Hart (Ed.), The Mathematics Education of Elementary Teachers: Issues and Strategies for Content Courses (chapter 6). Information Age Publishing.

Mosvold, R. & Bjuland, R. (in press). Aktivitetsteoretiske perspektiver på Lesson Study og praksisopplæring i grunnskolelærerutdanning. I B.O. Hallås & G.Grimsæth (Eds.), Lesson Study i en nordisk kontekst. Gyldendal Akademisk.

Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2014). Undervisningskunnskap i matematikk for lærere på 1.–7. trinn. In K.R.C. Hinna, R.A. Rinvold & T. Gustavsen (Eds.), QED 1–7. Matematikk for grunnskolelærerutdanningen (pp. 631–656). Oslo: Cappelen Damm Akademisk.

Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2014). Undervisningskunnskap i matematikk for lærere på 5.–10. trinn. In T. Gustavsen, K.R.C. Hinna, P.S. Andersen & I.C. Borge (Eds.), QED Matematikk for grunnskolelærerutdanningen 5–10, Bind 2 (pp. 567–588). Oslo: Cappelen Damm Akademisk.

Mosvold, R. (2012). Førskolelærerens utfordringer knyttet til arbeidet med antall, rom og form i barnehagen. In M. Alvestad & T. Vist (Eds.), Læringskulturer i barnehagen: Flerfaglige forskningsperspektiver (pp. 92–114). Oslo: Cappelen Damm Akademisk.

Mosvold, R. (2010). Teachers’ use of projects and textbook tasks to connect mathematics with everyday life. In B. Sriraman, C. Bergsten, S. Goodchild, G. Palsdottir, B.D. Søndergaard, & L. Haapasalo (Eds.), The First Sourcebook on Nordic Research in Mathematics Education (pp. 169–180). Information Age Publishing.

Fauskanger, J., Bjuland, R., & Mosvold, R. (2010). “Eg kan jo multiplikasjon, men ka ska eg gjørr?” – det utfordrende undervisningsarbeidet i matematikk. In T. Løkensgard Hoel, G. Engvik, & B. Hanssen (Eds.), Ny som lærer - sjansespill og samspill (pp. 99–114). Trondheim: Tapir Akademisk Forlag.

Mosvold, R. (2009). Å regne – med utgangspunkt i dagligdagse situasjoner. In J. Fauskanger, R. Mosvold & E. Reikerås (Eds.), Å regne i alle fag (pp. 44–55). Oslo: Universitetsforlaget.

Fauskanger, J. & Mosvold, R. (2009). Å regne – en introduksjon. In J. Fauskanger, R. Mosvold & E. Reikerås (Eds.), Å regne i alle fag (pp. 13–18). Oslo: Universitetsforlaget.

Bekken, O.B. & Mosvold, R. (2006). Reflektioner kring en videostudie. In J. Boesen et al. (Eds.), Lära och undervisa matematik – internationella perspektiv (pp. 215–228). Gothenburg: National Center for Mathematics Education.

Bekken, O.B. & Mosvold, R. (2004). Reflections on a video study. In B. Clarke et al. (Eds.), International Perspectives on Learning and Teaching Mathematics. Gothenburg: National Center for Mathematics Education.

Mosvold, R. (2003). Genesis principles in mathematics education. In O.B. Bekken & R. Mosvold (Eds.), Study the Masters (pp. 85–96). Gothenburg: National Center for Mathematics Education.

Conference proceedings

Mosvold, R. (2016). The work of teaching mathematics from a commognitive perspective. In W. Mwakapenda, T. Sedumedi, & M. Makgato (Eds.), Proceedings of the 24th annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) 2016 (pp. 186–195). Pretoria, South Africa: SAARMSTE.

Potari, D., Figueiras, L., Mosvold, R., Sakonidis, C., & Skott, J. (2015). Introduction to the papers and posters of TWG 19: Mathematics teacher and classroom practices. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 2968–2973). European Society for Research in Mathematics Education.

Fauskanger, J. & Mosvold, R. (2015). Why are Laura and Jane «not sure»? In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 3192–3198). European Society for Research in Mathematics Education.

Sæbbe, P.E. & Mosvold, R. (2015). Asking productive mathematical questions in kindergarten. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 1982–1988). European Society for Research in Mathematics Education.

Mosvold, R. (2015). Interdiscursivity and developing mathematical discourse for teaching. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 3079–3085). European Society for Research in Mathematics Education.

Bjuland, R., Mosvold, R., & Fauskanger, J. (2015). What questions do mathematics mentor teachers ask? In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 2762–2768). European Society for Research in Mathematics Education.

Bjuland, R., Mosvold, R., & Fauskanger, J. (2015). Pre-service teachers developing lesson plans in field practice. In H. Silfverberg, T. Kärki, & M.S. Hannula (Eds.), Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014 (pp. 51–60). Studies in Subject Didactics 10. Turku: The Finnish Research. Association for Subject Didactics.

Fauskanger, J. & Mosvold, R. (2015). The difficulties of measuring types of mathematics teachers’ knowledge. In H. Silfverberg, T. Kärki, & M.S. Hannula (Eds.), Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014 (pp. 71–80). Studies in Subject Didactics 10. Turku: The Finnish Research. Association for Subject Didactics.

Mosvold, R. & Sæbbe, P.-E. (2015). Tasks of teaching mathematics in kindergarten. In H. Silfverberg, T. Kärki, & M.S. Hannula (Eds.), Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014 (pp. 371–380). Studies in Subject Didactics 10. Turku: The Finnish Research. Association for Subject Didactics.

Mosvold, R. (2015). Potential uses of social media in and for mathematics education research. In H. Silfverberg, T. Kärki, & M.S. Hannula (Eds.), Nordic research in mathematics education – Proceedings of NORMA14, Turku, June 3-6, 2014 (pp. 401–405). Studies in Subject Didactics 10. Turku: The Finnish Research. Association for Subject Didactics.

Mosvold, R., Fauskanger, J., & Jakobsen, A. (2015). Adapted Mathematical Knowledge for Teaching Measures: Reliable, But Still Challenging. In D. Huillet (Ed.), Mathematics, Science and Technology Education for Empowerment and Equity: Final Proceedings (pp. 380–385). Maputo, Mozambique: SAARMSTE.

Jakobsen, A. & Mosvold, R. (2015). Mathematical Knowledge for Teaching in Africa – A Review of Empirical Research. In D. Huillet (Ed.), Mathematics, Science and Technology Education for Empowerment and Equity: Final Proceedings (pp. 115–124). Maputo, Mozambique: SAARMSTE.

Mosvold, R., Fauskanger, J., & Bjuland, R. (2014). Fra “de” til “vi”? – fokus i lærerstudenters refleksjoner før og etter en praksisperiode i matematikk. In A.B. Reinertsen, B. Groven, A. Knutas, & A. Holm (Eds.), FoU i praksis 2013 conference proceedings (pp. 192–200). Trondheim: Akademika forlag

Mosvold, R., Fauskanger, J., Bjuland, R., & Jakobsen, A. (2013). Using content analysis to investigate student teachers’ beliefs about pupils. In B. Ubuz, C. Haser, & M.A. Mariotti (Eds.), Proceedings of the Eighteenth Congress of the European Society for Research in Mathematics Education (pp. 1389–1398). Ankara, Turkey: European Society for Research in Mathematics Education.

Fauskanger, J. & Mosvold, R. (2013). Analyzing focused discussions based on MKT items to learn about teachers’ beliefs. In B. Ubuz, C. Haser, & M.A. Mariotti (Eds.), Proceedings of the Eighteenth Congress of the European Society for Research in Mathematics Education (pp. 1339–1348). Ankara, Turkey: European Society for Research in Mathematics Education.

Hart, L., Swars, S., Oesterle, S., Kajander, A., Browning, C., Thanheiser, E., Feldman, Z., Harrison, J. L., Harrison, R., Hillen, A., Hwang, S., Ko, W., Liljedahl, P., Millsaps, G., Mosvold, R., Olanoff, D., Olsen, M., Slovin, H., Stordy, M., Tobias, J., Welder, R., Underwood-Gregg, D., & Yoder, M. (2013). Developing elementary teachers’ mathematical knowledge for teaching: Identifying important issues. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1202–1301). Chicago, IL: University of Illinois at Chicago.

Fauskanger, J. & Mosvold, R. (2013). Teachers’ mathematical knowledge for teaching equality. In A.M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 289–296). Kiel, Germany: PME.

Fauskanger, J. & Mosvold, R. (2013). “Det ligger jo i bunn for alt” – om læreres oppfatning av undervisningskunnskap knyttet til posisjonssystemet. In I. Pareliussen, B. B. Moen, A. Reinertsen, & T. Solhaug (Eds.), FoU i praksis 2012 conference proceedings (pp. 86–93). Trondheim: Akademika forlag.

Fauskanger, J. & Mosvold, R. (2012). “Wrong, but still right” – Teachers reflecting on MKT items. In L.R. Van Zoest, J.J. Lo, & J.L. Kratky (Eds.), Proceedings of the 34th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education: Navigating transitions along continuums (pp. 423–429). Kalamazoo, MI: Western Michigan University.

Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2012). Correlations between teachers’ MKT in different content areas. In G. H. Gunnarsdóttir, F. Hreinsdóttir, G. Pálsdóttir, M. Hannula, M. Hannula-Sormunen, E. Jablonka, U. T. Jankvist, A. Ryve, P. Valero & K. Wæge (Eds.), Proceedings of NORMA 11, The sixth Nordic Conference on Mathematics Education (pp. 359–368). Reykjavik: University of Iceland Press.

Jakobsen, A., Mosvold, R., Bjuland, R., & Fauskanger, J. (2011). What can be learned from comparing performance of mathematical knowledge for teaching items found in Norway and in the U.S.? In: 11th International Conference of The Mathematics Education into the 21st Century Project Turning Dreams into Reality: Transformations and Paradigm Shifts in Mathematics Education. Oxford University Press.

Mosvold, R., Bjuland, R., Fauskanger, J., & Jakobsen, A. (2011). Similar but different – investigating the use of MKT in a Norwegian kindergarten setting. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 1802–1811). University of Rzeszów, Poland.

Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2011). Comparison of item performance in a Norwegian study using U.S. developed mathematical knowledge for teaching measures. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 1575–1584). University of Rzeszów, Poland.

Fauskanger, J., & Mosvold, R. (2009). Teachers’ beliefs and knowledge about the place value system. In C. Winsløw (Ed.), NORDIC RESEARCH IN MATHEMATICS EDUCATION Proceedings from NORMA08 in Copenhagen, April 21–April 25, 2008 (pp. 159–166). Rotterdam, The Netherlands: Sense Publishers.

Mosvold, R. (2007). Teaching “Mathematics in everyday life”. In C. Bergsten et al. (Eds.), Relating Practice and Research in Mathematics Education. Proceedings of Norma 05, Fourth Nordic Conference on Mathematics Education (pp. 389–399). Trondheim: Tapir Academic Press.

Other publications

Mosvold, R. & Hoover, M. (2016). Guest editorial: Mathematical knowledge for teaching: Developing measures and measuring development. The Mathematics Enthusiast, 13(1–2), 1–2.

Fauskanger, J. & Mosvold, R. (2014). Editorial in the special issue on MKT. Nordic Studies in Mathematics Education, 19(3–4), 1–6.

Mosvold, R. & Fauskanger, J. (2012). Testing av matematikklærere – Nei takk, men ja til faglige diskusjoner. Bedre Skole, nr. 2, 52–55.

Mosvold, R. & Alvestad, M. (2011). Editorial: Learning cultures in early childhood educational contexts. International Journal of Early Childhood, 43(3), 189–198.

Fauskanger, J., Mosvold, R., & Bjuland, R. (2010). Hva må læreren kunne? Tangenten, 21(4), 35–38.

Fauskanger, J., & Mosvold, R. (2009). Etter- og videreutdanning av matematikklærere: Et spørsmål om antall studiepoeng, eller om INNHOLD? Utdanning, nr. 6, 48–51.

Mosvold, R. (2008). Refleksjoner omkring hverdagsmatematikk. Tangenten, 20(2), 47–51.

Mosvold, R. (2006). Mathematics in everyday life – a study of beliefs and actions. Bergen: University of Bergen. Doctoral thesis.

Mosvold, R. (2006). Matematikk i dagliglivet – fra tanke til handling. Bedre skole, nr. 4, 13–16.

Mosvold, R. (2006). Takvinkler til besvær. Nämnaren, nr. 4, 40–43.

Brekke, G., Mosvold, R. & Streitlien, Å. (2005). Matematikk på nett. En evaluering av det nasjonale nettstedet “matematikk.org”. Notodden: TFN Rapport 01/05.

Mosvold, R. (2005). Hverdagsmatematikk i en sammensatt undervisningshverdag. Utdanning, nr. 5, 54–55.

Mosvold, R. (2005). Takvinkler til besvær. Tangenten 17(1), 33–36.

Mosvold, R. (Ed.) (2004). From the TIMSS 1999 Video Study of mathematics in seven countries. Notodden: TFN Rapport 04/04.

Mosvold, R. (2003). Mathematics in everyday life. Notodden: TFN Rapport 07/03.

Bekken, O.B. & Mosvold, R. (2003). The TIMSS 1999 Video Study - Helping teachers to become reflective practitioners. Notodden: TFN Notat 01/03.

Mosvold, R. (2002). Matematikk i hverdagen – vinkelbegrepet. Notodden: TFN Rapport 11/02.

Mosvold, R. (2002). Læreplanutvikling i historisk perspektiv – med fokus på “hverdagsmatematikk i dagliglivet”. Notodden: TFN Rapport 08/02.

Mosvold, R. (2002). “Genetisk” – begrepsforvirring eller begrepsavklaring. Notodden: TFN Rapport 10/02.

Mosvold, R. (2002). Genesis principles in mathematics education. Notodden: TFN Rapport 09/02.

Mosvold, R. (2001). Det genetiske prinsipp i matematikkdidaktikk. Kristiansand: Agder University College. Master thesis.


PRESENTATIONS

Conferences

Mosvold, R. (2016, January). The work of teaching mathematics from a commognitive perspective. Paper presented at the 24th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE). Pretoria, South Africa.

Fauskanger, J. & Mosvold, R. (2015, February). Why are Laura and Jane «not sure»? Paper presented at the 9th Congress of European Research in Mathematics Education (CERME 9). Prague, Czech Republic.

Sæbbe, P.E. & Mosvold, R. (2015, February). Asking productive mathematical questions in kindergarten. Paper presented at the 9th Congress of European Research in Mathematics Education (CERME 9). Prague, Czech Republic.

Mosvold, R. (2015, February). Developing mathematical discourse for teaching in teacher education: A case of the equal sign. Paper presented at the 9th Congress of European Research in Mathematics Education (CERME 9). Prague, Czech Republic.

Bjuland, R., Mosvold, R., & Fauskanger, J. (2015, February). What questions do mentor teachers ask? Paper presented at the 9th Congress of European Research in Mathematics Education (CERME 9). Prague, Czech Republic.

Jakobsen, A. & Mosvold, R. (2015, January). Mathematical Knowledge for Teaching in Africa – A Review of Empirical Research. Paper presented at the 2015 SAARMSTE conference. Maputo, Mozambique.

Mosvold, R., Fauskanger, J., & Jakobsen, A. (2015, January). Adapted Mathematical Knowledge for Teaching Measures: Reliable, But Still Challenging. Paper presented at the 2015 SAARMSTE conference. Maputo, Mozambique.

Mosvold R. (2014, June). Potential uses of social media in and for mathematics education research. Working group chaired at The Seventh Nordic Conference on Mathematics Education, NORMA 14. Turku, Finland.

Mosvold, R. & Sæbbe, P.E. (2014, June). Tasks of teaching as a foundation for investigating kindergarten teachers’ mathematical competence. Paper presented at The Seventh Nordic Conference on Mathematics Education, NORMA 14. Turku, Finland.

Fauskanger, J. & Mosvold, R. (2014, June). The difficulties of measuring types of mathematics teachers’ knowledge. Paper presented at The Seventh Nordic Conference on Mathematics Education, NORMA 14. Turku, Finland.

Bjuland, R., Mosvold, R., & Fauskanger, J. (2014, June). Dialogues of student teachers developing lesson plans of mathematics in field practice. Paper presented at The Seventh Nordic Conference on Mathematics Education, NORMA 14. Turku, Finland.

Mosvold, R. & Fauskanger, J. (2013, September). Hva fokuserer de egentlig på? Lærerstudenters diskusjoner før og etter en praksisperiode i matematikk. “Framtidas matematikklærer” – Etterutdanningskonferanse for lærerutdannere i matematikk. Høgskolen i Østfold, Halden, Norway.

Fauskanger, J. & Mosvold, R. (2013, July). Teachers’ mathematical knowledge for teaching equality. Paper presented at the 37th Conference of the International Group for the Psychology of Mathematics Education (PME-37). Kiel, Germany.

Mosvold, R., Fauskanger, J., & Bjuland, R. (2013, April). Fra «de» til «vi»? – fokus i lærerstudenters refleksjoner før og etter en praksisperiode i matematikk. Paper presented at FoU i Praksis 2013. Stjørdal, Norway.

Størksen, I. & Mosvold, R. (2013, March). Assessing early math skills with tablet computers: Development of the Ani Banani Math Test (ABMT) for young children. Paper presented at Program seminar arranged by UTDANNING2020. Oslo, Norway.

Mosvold, R., Fauskanger, J., Bjuland, R., & Jakobsen, A. (2013, February). Who are “they”? Student teachers’ beliefs. Paper presented at the Eighth Congress of European Research in Mathematics Education (CERME-8). Antalya, Turkey.

Fauskanger, J. & Mosvold, R. (2013, February). Studying teachers’ epistemic beliefs by using focused discussions based on MKT items. Paper presented at the Eighth Congress of European Research in Mathematics Education (CERME-8). Antalya, Turkey.

Fauskanger, J. & Mosvold, R. (2012, November). “Wrong, but still right” – Teachers reflecting on MKT items. Paper presented at the 34th annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI.

Jankvist, U.T., Mosvold, R., Fauskanger, J., & Jakobsen, A. (2012, July). Mathematical knowledge for teaching in relation to history in mathematics education. Paper presented at the 12th International Congress on Mathematical Education (ICME-12). Seoul, South-Korea.

Mosvold, R. & Fauskanger, J. (2012, April). Teachers’ knowledge of mathematical definitions: What they need to know and what they think they need to know. Paper presented at the 2012 Annual Meeting of the American Educational Research Association. Vancouver, Canada.

Jakobsen, A., Mosvold, R., Bjuland, R., & Fauskanger, J. (2011). What can be learned from comparing performance of mathematical knowledge for teaching items found in Norway and in the U.S.? Paper presented at The 11th International Conference of the Mathematics Education into the 21st Century Project. Grahamstown, South Africa.

Jakobsen, A., Mosvold, R., Bjuland, R., & Fauskanger, J. (2011). Some results found using U.S. developed measures for teachers’ mathematical knowledge for teaching in Norway. Paper presented at The 5th Annual International Conference on Mathematics & Statistics. Athens, Greece.

Mosvold, R., Bjuland, R., Fauskanger, J., & Jakobsen, A. (2011, February). Similar but different – investigating the use of MKT in a Norwegian kindergarten setting. Paper presented at the Seventh Congress of the European Society for Research in Mathematics Education (CERME-7). Rzeszów, Poland.

Jakobsen, A., Fauskanger, J., Mosvold, R., & Bjuland, R. (2011, February). Comparison of item performance in a Norwegian study using U.S. developed mathematical knowledge for teaching measures. Paper presented at the Seventh Congress of the European Society for Research in Mathematics Education (CERME-7). Rzeszów, Poland.

Mosvold, R. & Fauskanger, J. (2009, April). Challenges of translating and adapting the MKT measures for Norway. Paper presented at the AERA 2009 Annual Meeting. San Diego, CA.

Fauskanger, J., & Mosvold, R. (2009, April). Teachers’ beliefs and knowledge about the place value system. Paper presented at the Third Nordic Conference on Mathematics Education (NORMA). Copenhagen, Denmark.

Fauskanger, J. & Mosvold, R. (2008, September). Pre-school teachers’ mathematical knowledge? Paper presented at the 18th EECERA Annual Conference. Stavanger, Norway.

Mosvold, R. (2004, July). Mathematics in everyday life. Paper presented at the 10th International Congress on Mathematical Education (ICME-10). Copenhagen, Denmark.

Mosvold, R. (2007, April). Teaching “Mathematics in everyday life”. Paper presented at the Fourth Nordic Conference on Mathematics Education (NORMA). Trondheim, Norway.

Mosvold, R. (2003, May). Mathematics in everyday life. Paper presented at the Nordic pre-conference to ICME-10. Växjö, Sweden.

Mosvold, R. (2002, June). Genesis principles in mathematics education. Paper presented at Study the masters: The Abel-Fauvel conference. Kristiansand, Norway.

Invited addresses and presentations

Fauskanger, J. & Mosvold, R. (2015, May). Undervisningskunnskap i matematikk (UKM) – rent praktisk. Faglig seminar for Matematikksenteret. Ålesund, Norway.

Mosvold, R. & Fauskanger, J. (2015, May). Undervisningskunnskap i matematikk (UKM) – teori og forskning. Faglig seminar for Matematikksenteret. Ålesund, Norway.

Mosvold, R. (2013, November). Teorier og rammeverk for lærerkunnskap – eksempler fra matematikkdidaktikk. Høgskolen i Volda, Volda, Norway.

Fauskanger, J. & Mosvold, R. (2013, September). Hvilken kunnskap må en fremtidig matematikklærer ha? Plenumsforedrag (plenary). “Framtidas matematikklærer” – Etterutdanningskonferanse for lærerutdannere i matematikk. Høgskolen i Østfold, Halden, Norway.

Mosvold, R. (2013, April). Praksisnær utdanning – forskningsbasert undervisning. Forum for barnehagevitenskap. University of Stavanger, Stavanger, Norway

Mosvold, R. (2012, October). How can 140 characters be of any use in mathematics education? Wheeler Island, SecondLife/David Wheeler Institute for Research in Mathematics Education, Simon Fraser University, Vancouver, Canada.

Mosvold, R. (2012, September). MIN oppsummering. Etterutdanningskonferansen for lærerutdannere i matematikk. Sommarøya, Troms, Norway.

Mosvold, R. (2011, December). Temanummer i International Journal of Early Childhood. Forum for barnehagevitenskap. University of Stavanger, Stavanger, Norway.

Mosvold, R. (2011, October). MKT: From U.S. schools to Norwegian kindergartens. Utah State University, UT.

Mosvold, R. (2011, September). Førskolelæreres profesjonskunnskap i matematikk. Etterutdanningskonferansen for lærerutdannere i matematikk. Geiranger, Stranda, Norway.

Mosvold, R., Fauskanger, J., Bjuland, R., & Jakobsen, A. (2011, June). MKT Stavanger: Looking into the horizon. Sola Strand Hotel, Sola, Norway.

Mosvold, R. & Bjuland, R. (2011, May). An activity theory view on learning studies in kindergarten. Forum for barnehagevitenskap. University of Stavanger, Stavanger, Norway.

Mosvold, R. (2011, April). Matematikk og små barn. Rådhusmarka barnehage, Sandnes, Norway.

Mosvold, R. (2010, September). UKM – et kritisk aspekt ved læreres kompetanse. Etterutdanningskonferansen for lærerutdannere i matematikk. Sanner, Hadeland, Norway.

Mosvold, R. & Fauskanger, J. (2009, November). Å regne i alle fag. Forum for barnehagevitenskap. University of Stavanger, Stavanger, Norway.

Mosvold, R. (2009, February). Læreres undervisningskunnskap i matematikk. Viste Strand Hotel, Randaberg, Norway.

Mosvold, R. (2007, September). Matematikk på mellomtrinnet. Grødem skole, Randaberg, Norway.

Mosvold, R. (2007, June). Snipp, snapp, snute – Er gutta ute? Erfaringskonferanse – Menn i barnehagen. Sola Strand Hotel, Sola, Norway.

Mosvold, R. (2007, April). Matematikk i dagliglivet. Avslutningskonferanse – MatteKick. Quality Airport Hotell, Sola, Norway.

Mosvold, R. (2007, March). Matematikk i barnehagen – Barn er matematiske! Dronningåsen barnehage, Stavanger, Norway.

Mosvold, R. (2007, January). Matematikk i barnehagen. Kornberget barnehage, Sola, Norway.

Mosvold, R. (2006, November). Matematikk i dagliglivet. Forum for barnehagevitenskap. University of Stavanger, Stavanger, Norway.

Mosvold, R. (2006, April). Hva er nytt i Kunnskapsløftet? Stangeland skole, Sandnes, Norway.

Mosvold, R. (2005, December). Hverdagsmatematikk. Eilert Sundt Videregående Skole, Farsund, Norway.

Mosvold, R. (2005, December). Hva er nytt i Kunnskapsløftet? Tau skole, Strand, Norway.

Mosvold, R. (2004, December). Hverdagsmatematikk – Hva, hvorfor, hvordan og for hvem? Minerva. Oslo Plaza Hotel, Oslo, Norway.

FUNDING AND AWARDS

Qualification stipend (2015). University of Stavanger. NOK 250,000

Co-Investigator. (2013–2017). Improving quality and capacity of mathematics teacher education in Malawi. (P.I.: Arne Jakobsen). NORHED. NOK 16,500,000

Faculty participant. (2012–2014). Teachers as Students. (P.I.: Raymond Bjuland). Norwegian Research Council, PRAKUT program. NOK 9,000,000

Sabbatical. (2011–2012). Granted sabbatical [Vikarstipend]. University of Stavanger.

Principal Investigator. (2011–2012). Teachers’ mathematical knowledge for teaching [Læreres undervisningskunnskap i matematikk]. Norwegian Oil Industry Association. NOK 300,000

Principal Investigator. (2008–2011). Teachers’ mathematical knowledge for teaching [Læreres undervisningskunnskap i matematikk]. Norwegian Oil Industry Association. NOK 900,000

Principal Investigator. (2006–2007). “Snipp, snapp snute – er gutta ute?” Fylkesmannen i Rogaland/Universitetet i Stavanger. NOK 55,000

SERVICE

Service in national boards etc.

2011–2012: Appointed by the Norwegian Ministry of Education and Research as member of the “Rammeplanutvalget” for the development of a new national framework plan for kindergarten teacher education.

Academic community service

Manuscript reviewer (2016-1). Journal of Curriculum Studies.

Manuscript reviewer (2015-8). Journal of Curriculum Studies.

Manuscript reviewer (2015-7). International Journal for Mathematics Teaching and Learning.

Manuscript reviewer (2015-6). Journal of Curriculum Studies.

Manuskript reviewer (2015-5). The 2016 SAARMSTE conference.

Manuskript reviewer (2015-4). The 2016 SAARMSTE conference.

Manuskript reviewer (2015-3). The 2016 SAARMSTE conference.

Manuscript reviewer (2015-2). Journal of Curriculum Studies.

Manuscript reviewer (2015-1). Journal of Curriculum Studies.

Guest editor (2015). The Mathematics Enthusiast.

Working group co-leader (2015). Co-leader of TWG19 at CERME 9.

Manuscript reviewer (2014-12). International Journal for Mathematics Teaching and Learning.

Manuscript reviewer (2014-11). Journal of Curriculum Studies.

Manuscript reviewer (2014-10). The 2015 CERME conference.

Manuscript reviewer (2014-9). The 2015 CERME conference.

Manuscript reviewer (2014-8). Journal of Curriculum Studies.

Manuscript reviewer (2014-7). Journal of Curriculum Studies.

Guest editor (2014). Nordic Studies in Mathematics Education.

Manuscript reviewer (2014-6). The 2014 NORMA conference.

Manuscript reviewer (2014-5). Nordic Studies in Mathematics Education.

Manuscript reviewer (2014-4). The 2014 NORMA conference.

Manuscript reviewer (2014-3). The 2014 NORMA conference.

Manuscript reviewer (2014-2). The 2014 NORMA conference.

Manuscript reviewer (2014-1). Journal of Curriculum Studies.

Manuscript reviewer (2013-9). Journal of Curriculum Studies.

Manuscript reviewer (2013-8). Nordic Studies in Mathematics Education.

Manuscript reviewer (2013-7). FoU i praksis, conference proceedings.

Manuskript reviewer (2013-6). FoU i praksis, conference proceedings.

Manuscript reviewer (2013-5). Journal of Curriculum Studies.

Manuscript reviewer (2013-4). Nordic Studies in Mathematics Education.

Manuscript reviewer (2013-3). Journal of Curriculum Studies.

Manuscript reviewer (2013-2). Nordic Studies in Mathematics Education.

Manuscript reviewer (2013-1). Journal of Curriculum Studies.

Manuscript reviewer (2012-20). Journal of Curriculum Studies

Manuscript reviewer (2012-19). Journal of Curriculum Studies.

Manuscript reviewer (2012-18). The 2013 CERME conference.

Manuscript reviewer (2012-17). The 2013 CERME conference.

Manuscript reviewer (2012-16). The 2013 CERME conference.

Manuscript reviewer (2012-15). Handbook of Research Methods in Early Childhood Education. Information Age Publishing.

Manuscript reviewer (2012-14). Journal of Curriculum Studies.

Manuscript reviewer (2012-13). Nordisk barnehageforskning.

Manuscript reviewer (2012-12). Journal of Curriculum Studies.

Manuscript reviewer (2012-11). Journal of Curriculum Studies.

Manuscript reviewer (2012-10). Journal of Curriculum Studies.

Manuscript reviewer (2012-9). Journal of Curriculum Studies.  

Manuscript reviewer (2012-8). FoU i praksis, conference proceedings.

Manuscript reviewer (2012-7). Universitetsforlaget.

Manuscript reviewer (2012-6). Universitetsforlaget.

Manuscript reviewer (2012-5). PME-NA 2012.

Manuscript reviewer (2012-4). PME-NA 2012.

Manuscript reviewer (2012-3). PME-NA 2012.

Manuscript reviewer (2012-2). PME-NA 2012.

Manuscript reviewer (2012-1). Journal of Curriculum Studies.

Guest editor (2011). International Journal of Early Childhood.

Manuscript reviewer (2011-6). Journal of Curriculum Studies.

Manuscript reviewer (2011-5). ZDM – The International Journal of Mathematics Education.

Manuscript reviewer (2011-4). ZDM – The International Journal of Mathematics Education.

Manuscript reviewer (2011-3). ZDM – The International Journal of Mathematics Education.

Manuscript reviewer (2011-2). Nordic Studies in Mathematics Education.

Manuscript reviewer (2011-1). Norsk Pedagogisk Tidsskrift.

Manuscript reviewer (2010-2). The 2011 CERME conference.

Manuscript reviewer (2010-1). Nordic Studies in Mathematics Education.

Editorial board member (2010–present). The Mathematics Enthusiast (previously The Montana Mathematics Enthusiast)

University Committee Service

External examiner (2015). C. Naroth: «The implementation of the Singapore mathematics curriculum in a school in Kwazulu Natal: An action research study». (PhD)

External examiner/opponent (2015). Hege Kaarstein: «Modelling, operationalising and measuring mathematics pedagogical content knowledge: threats to construct validity». (PhD)

Commentator (2015). Tone Salomonsen: «Små barns matematikk». (50% seminar, PhD)

External examiner/opponent (2015). Kerstin Bäckman: «Matematiskt gestaltande i förskolan». (PhD)

Chair (2014). Search committee for assistant/associate professor in mathematics (education) at the University of Stavanger.

Committee member (2010). Search committee for assistant professor in pedagogy at Gothenburg University.

Committee member (2009). Search committee for assistant professor in mathematics education at Malmö University College.

Chair (2007-2008). Search committee for PhD stipends in special needs education at the University of Stavanger.

Committee member (2007). Search committee for associate professor in mathematics at Oslo University College.


TEACHING RECORD

University of Stavanger, 2006–2007

BFØ220: Mathematics for prospective kindergarten teachers (Bachelor level)

University of Stavanger, 2007–2008

BFØ220: Mathematics for prospective kindergarten teachers (Bachelor level)

University of Stavanger, 2008–2009

BFØ220: Mathematics for prospective kindergarten teachers (Bachelor level)

BFD220: Mathematics for prospective kindergarten teachers (part-time) (Bachelor level)

MGM100: Learning and teaching mathematics 1 (Master level)

MGM120: History of mathematics (Master level)

MBV150: Mathematics and science education (Master level)

MGM110: Learning and teaching mathematics 2 (Master level)

University of Stavanger, 2009–2010

BFØ220: Mathematics for prospective kindergarten teachers (Bachelor level)

DSP205: Learning cultures in a kindergarten context (PhD level)

University of Stavanger, 2010–2011

BFØ220: Mathematics for prospective kindergarten teachers (Bachelor level)

BFD220: Mathematics for prospective kindergarten teachers (part-time) (Bachelor level)

DSP205: Learning cultures in a kindergarten context (PhD level)

DSP180/185: Use of video in educational research (PhD level)

MGM120: History of mathematics (Master level)

MGM110: Learning and teaching mathematics 2 (Master level)

University of Stavanger, 2012–2013

MBV160: Philosophy of science and research methods (Master level)

MMD120: History of mathematics (Master level)

MMD110: Teaching quality in mathematics (Master level)

University of Stavanger, 2013–2014

GLU2113: Mathematics 1 (Bachelor level)

MUT300: Mathematical knowledge for teaching (Master level)

MUT303: Teaching quality in mathematics (Master level)

MUT302: History of mathematics for teachers (Master level)

University of Stavanger, 2014–2015

MUT100: Research methods (Master level)

MUT300: Mathematical knowledge for teaching (Master level)

MUT303: Teaching quality in mathematics (Master level)

University of Malawi, 2014–2015

SCE610: History and pedagogy of mathematics (Master level)

Theories in the Learning and Teaching of Mathematics (PhD level)

University of Stavanger, 2015–2016

MUT100: Research methods (Master level)

MUT300: Mathematical knowledge for teaching (Master level)

MUT303: Teaching quality in mathematics (Master level)

SUPERVISION

PhD level

Anita Tyskerud, University of Stavanger (co-supervisor), 2015–

Florence Thomo, University of Malawi (co-supervisor), 2014–

Dun C. Nkhoma Kasoka, University of Malawi (co-supervisor), 2014–

Lisnet Mwadzaangati, University of Malawi, (co-supervisor), 2014–

Per-Einar Sæbbe, University of Stavanger (main supervisor), 2013–

Janne Fauskanger, University of Stavanger (co-supervisor), 2010–2015

Master level

Kathumba, C. (in progress). Master in mathematics and science education. University of Malawi.

Chisi, T. (in progress). Master in mathematics and science education. University of Malawi.

Blomgren, O. (in progress). Master i matematikkdidaktikk. Universitetet i Stavanger.

Hope, H. M. (in progress). Master i matematikkdidaktikk. Universitetet i Stavanger.

Storegraven, R. (in progress). Master i matematikkdidaktikk. Universitetet i Stavanger.

Hetland, J. (2015). Hvordan bedre elevenes forståelse av ligninger? Master i matematikkdidaktikk. Universitetet i Stavanger.

Tokheim, E. (2015). En analyse av tre norske læreverk i matematikk for 1. trinn. Master i matematikkdidaktikk. Universitetet i Stavanger.

Costin, K. (2015). Matematikklekser og foreldreinvolvering. Master i matematikkdidaktikk. Universitetet i Stavanger.

Sætrum, T.-M. (2015). Utforsking av faktorer som påvirker elevers valg av matematikkfag. Master i matematikkdidaktikk. Universitetet i Stavanger.

Helgesen, H. (2014). Hvordan blir regnearten multiplikasjon introdusert i norske lærebøker? Master i matematikkdidaktikk. Universitetet i Stavanger.

Steinshamn, A.U. (2014). En lærers utfordringer knyttet til bruk av matematikkhistorie i matematikkundervisning. Master i matematikkdidaktikk. Universitetet i Stavanger.

Tofsland, G. (2014). Opplæring i metakognisjon ved hjelp av selvspørring. Master i matematikkdidaktikk. Universitetet i Stavanger.

Boge, M. E. (2013). Læreres oppfatninger om undervisningskunnskap i matematikk knyttet til definisjoner. Masteroppgave i matematikkdidaktikk. Stavanger: Universitetet i Stavanger.

Jakobsen, T. T. (2013). Læreres oppfatninger om sammenhengen mellom skolematematikk og hverdagsliv. Masteroppgave i matematikkdidaktikk. Stavanger: Universitetet i Stavanger.

Refvik, E. (2013). Lærarar si oppfatning om deira undervisningskunnskap knyta til ulike representasjonar av brøk. Masteroppgave i matematikkdidaktikk. Stavanger: Universitetet i Stavanger.

Aarstad, O. I. (2010). Fokus på den spesialiserte fagkunnskapen – en intervjustudie for å identifisere og beskrive matematikklærerens fagkunnskap. Masteroppgave i grunnskolens matematikkfag. Stavanger: Universitetet i Stavanger.

Kirkerud, M. T. (2010). Læreres oppfatningers innvirkning på deres undervisningspraksis. Masteroppgave i grunnskolens matematikkfag. Stavanger: Universitetet i Stavanger.

Kristensen, M. S. (2010). Kunnskap om elevfeil i matematikk. Masteroppgave i grunnskolens matematikkfag. Stavanger: Universitetet i Stavanger.

Leclercq, K. (2010). Mathematics in kindergartens: learning or playing? A comparative study between Belgium and Norway. Masteroppgave i barnehagevitenskap. Stavanger: Universitetet i Stavanger.

Sæbbe, P. E. (2010). Klatrerom – en studie av førskolebarns romforståelse i en klatrekontekst. Masteroppgave i barnehagevitenskap. Stavanger: Universitetet i Stavanger.

Reidar Mosvold                                                                Page