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University of Bergen
Ove Gunnar Drageset's picture

Ove Gunnar Drageset

Department of Mathematics
  • E-mailove.drageset@uib.no
  • Visitor Address
    Allégaten 41
    Realfagbygget
    5007 Bergen
  • Postal Address
    Postboks 7803
    5020 Bergen
Academic article
  • Show author(s) (2021). Exploring student explanations: What types can be observed, and how do teachers initiate and respond to them? Nordisk matematikkdidaktikk. 53-72.
  • Show author(s) (2020). Discovering key interactions. How student interactions relate to progress in mathematical generalization. Mathematics Education Research Journal.
  • Show author(s) (2017). Out of Syria: A process drama in mathematics with change of roles and perspectives. Applied Theatre Research. 113-127.
  • Show author(s) (2015). Different types of student comments in the mathematics classroom. Journal of Mathematical Behavior. 29-40.
  • Show author(s) (2014). Student and teacher interventions: a framework for analysing mathematical discourse in the classroom. Journal of Mathematics Teacher Education. 253-272.
  • Show author(s) (2014). Redirecting, progressing, and focusing actions-a framework for describing how teachers use students' comments to work with mathematics. Educational Studies in Mathematics. 281-304.
  • Show author(s) (2014). Knowledge used when orchestrating mathematical discourses – doing, guiding and requesting. Nordisk matematikkdidaktikk. 151-168.
  • Show author(s) (2010). The interplay between the beliefs and the knowledge of mathematics teachers. Mathematics Teacher Education and Development. 30-49.
Report
  • Show author(s) (2006). Nasjonale prøver i matematikk og tilpassa opplæring. 1. 1. .
Academic lecture
  • Show author(s) (2021). Fagdidaktiske verkstadarbeid: Master i matematikkdidaktikk.
Popular scientific article
  • Show author(s) (2014). Korleis leie ein matematisk samtale. Tangenten - Tidsskrift for matematikkundervisning. 12-16.
Feature article
  • Show author(s) (2009). Skolen som læringsarena for etterutdanning i matematikk. Finnmark Dagblad.
  • Show author(s) (2009). Hva bør en matematikklærer kunne? Nordlys.
Academic chapter/article/Conference paper
  • Show author(s) (2022). Using roles and positions to foster explorative talk in mathematics. 8 pages.
  • Show author(s) (2022). How do teachers share and develop student ideas? 9 pages.
  • Show author(s) (2019). Introduction to the papers of TWG19: Mathematics teaching and teacher practice(s). 8 pages.
  • Show author(s) (2019). How teachers use interactions to craft different types of student participation during whole-class mathematical work. 8 pages.
  • Show author(s) (2017). Using drama to change classroom discourse. 8 pages.
  • Show author(s) (2017). Introduction to the contributions of TWG19: mathematics teachers and classroom practices. 8 pages.
  • Show author(s) (2017). Flukten fra Syria. Et prosessdrama med rolle- og perspektivbytte i matematikk. 18 pages.
  • Show author(s) (2016). Korleis lærarar leier ein matematisk samtale.
  • Show author(s) (2015). Teachers' response to unexplained answers . 6 pages.
  • Show author(s) (2014). How students explain and teachers respond. 8 pages.
  • Show author(s) (2013). USING REDIRECTING, PROGRESSING AND FOCUSING ACTIONS TO CHARACTERIZE TEACHERS’ PRACTICE. 10 pages.
  • Show author(s) (2009). Exploring Mathematical Knowledge for Teaching. 8 pages.
Other
  • Show author(s) (2019). The forgotten technology. Teachers use of mini white-boards to engage students. 2699-2701.
Article in business/trade/industry journal
  • Show author(s) (2008). Tilpassa opplæring og 'kompetencer' i matematikkundervisninga. Tangenten - Tidsskrift for matematikkundervisning. 6.

More information in national current research information system (CRIStin)