Blar i forfatter "Drageset, Ove Gunnar"

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    • Discovering key interactions. How student interactions relate to progress in mathematical generalization 

      Varhol, Astrid; Drageset, Ove Gunnar; Hansen, Monica Nymoen (Journal article; Tidsskriftartikkel; Peer reviewed, 2020-02-04)
      This article presents a study of 8th grade students working in groups to solve a task about generalizing patterns. The study aimed to openly explore how progress in mathematical thinking might relate to the discourse. To do this, we first studied both separately. The progress in mathematical thinking was studied by inspecting how the groups progressed through different levels of generalization. The ...

    • Exploring student explanations: What types can be observed, and how do teachers initiate and respond to them? 

      Drageset, Ove Gunnar (Journal article; Tidsskriftartikkel; Peer reviewed, 2021-03)
      This article presents different types of student explanations that can were observed, and how these were initiated and responded to. The research is based on the practice of five teachers, with all interactions having been analysed and categorized to develop the concepts. First, three distinct types of student explanation were found: explaining actions, explaining reasons, and explaining concepts. ...

    • How do teachers share and develop student ideas? 

      Drageset, Ove Gunnar; Eidissen, Thomas F. (Chapter; Bokkapittel, 2022-10-03)
      This article aims to try out a framework describing teacher positions based on an analysis of their interactions, and through this, gather ideas for further development of the framework. This article uses shared data from TWG 19, with data from five classrooms. These were analyzed by categorizing interaction from transcripts of the data. The analysis focuses mainly on the interactions related to one ...

    • Redirecting, progressing, and focusing actions-a framework for describing how teachers use students' comments to work with mathematics 

      Drageset, Ove Gunnar (Journal article; Tidsskriftartikkel; Peer reviewed, 2014)
      n order to describe and analyze teachers’ orchestrating of classroom discourse, detailed descriptions of teachers’ comments and questions are critical. The purpose of this article is to suggest new concepts that enable us to describe in detail how teachers use or do not use students’ comments to work with the mathematical content. Five teachers from upper primary school (grades five to seven, students ...