I læreplanverket for Kunnskapsløftet formulerer Utdanningsdirektoratet (2020) kjerneelementer for de ulike fagene. I matematikk heter ett av dem «Resonnering og argumentasjon». Dette kjerneelementet skal handle om å kunne følge og forstå matematiske tankerekker. Det skal også innebære at elevene utformer egne resonnement, og det skal handle om begrunnelser og bevis. I matematikk som vitenskap og ...

The chapter discuss how selected theories on free will can help us understand and take a critical perspective on conceptions of self in education today. The chapter is a contribution to a philosophical anthropology for education and a contribution to a metaphysics of education, in the sense that it gives an answer to the question “What is man?” Both Kant and Sartre’s assumption of the existence of ...

I dette kapitlet studerer vi bruken av tjenestedesignmetodikk i forbindelse med Utdanningsdirektoratet sitt arbeid med å innføre en ny læreplan i det norske skoleverket. Den nye læreplanen er et resultat av arbeidet med fagfornyelsen i Norge, og tjener som forskrift til opplæringsloven. 1 Ifølge Kunnskapsdepartementet er fagfornyelsen den største endringen av norske læreplaner for grunnskolen og ...

Introduction: This study investigates how Sámi traditional knowledge is integrated in science teacher education in Norway, and what teacher educators declare about its potential contribution to sustainable development.<p> <p>Methods: Data was collected through an anonymous electronic survey and analyzed by means of both qualitative and quantitative methods. Thirty-nine respondents from 15 teacher ...

Global challenges related to health, climate, the economy and political tensions have affected many, including those living in remote areas. We explore how youth live and appreciate life in the Arctic region of Norway. We facilitated four dialogue café sessions where participants talked about the everyday lives of young people. Based on these conversations in this chapter, we ask: What future prospects ...

Sosial integrasjon og fellesskap har alltid, i varierende forkledninger og med ulike betegnelser, vært et grunnleggende inntak til en sosiologisk forståelse av hva det er som holder samfunn sammen – hva som utgjør limet. Ideen om fellesskap finner også gjenklang i den offentlige debatten, som et symbol eller en aspirasjon, og ulike analogier har vært tatt i bruk for å konkretisere hvordan former for ...

In this autobiographical narrative inquiry, which is framed within the three-dimensional space of temporality, sociality and place, the author takes us back to her earliest memories of being a child – and of being a teacher – in kindergarten. Parallel to retelling these memories, the author reflects on how the kindergarten as an institution has developed in Norway, and on what belonging to kindergarten ...

Making space for Sámi knowledge in kindergarten is the focus of the article. Making space refers concretely to the design of a Sámi-inspired outdoor area in an urban kindergarten, located in Sápmi. In the kindergarten's outdoor area, two play installations have been designed with clear references to Sea Sámi coastal culture. By applying relational Sámi approaches to knowledge, the article highlights ...

This paper investigates storylines from newcomers’ perspectives on their experiences of learning mathematics in an introductory mathematics classroom setting in Norway. We engaged in participatory research at a school over time. The data in this article come from observations and conversational interviews. Positioning theory guided our analysis in identifying storylines and related positionings. ...

Although both Finland and Norway are part of a common Nordic education culture, Finland have consistently outperformed the other Nordic countries in PISA studies. In this study, we compare Finnish and Norwegian textbook series. The results indicate that both textbook series largely facilitate skill efficiency, and most tasks are low cognitive demand. However, the Finnish textbook series facilitate ...