Pauline Vos

Publications

• Fostering student’s mathematical literacy through mathematical modelling tasks

  Peter Frejd, Jonas Bergman Ärlebäck, Pauline Vos (2025)

• My latest publication "Fostering student’s mathematical literacy through mathematical modelling tasks"

  Pauline Vos (2024)

• Ut av matematikk klasserommet – mot en bedre forståelse av voksnes uformelle og implisitte læring av matematikk i hverdagssituasjoner

  Pauline Vos, Anders Wiik (2024)

• Making sense of journalistic COVID-19 data visualizations: An in-depth study of two adults’ visual-numeric literacy

  Anders Wiik, Pauline Vos (2024)
  Adults Learning Mathematics - An International Journal 2024 ;Volum 18. s. 7-27

• The Public Understanding of Mathematical Modelling (PUMM)

  Pauline Vos (2024)
  International Perspectives on the Teaching and Learning of Mathematical Modelling 2024 s. 81-98

• Elefanten i klasserommet

  Ingeborg Katrin Lid Berget, Pauline Vos (2024)
  Tangenten - Tidsskrift for matematikkundervisning 2024 ;Volum 35. s. 66-66

• Modellering som matematisk verktøykasse

  Pauline Vos (2024)
  Tangenten - Tidsskrift for matematikkundervisning 2024 ;Volum 35. s. 1-1

• Kva er matematisk modellering?

  Ingeborg Katrin Lid Berget, Pauline Vos (2024)
  Tangenten - Tidsskrift for matematikkundervisning 2024 ;Volum 35. s. 2-8

• “Imagine, maths is used anywhere, and we don’t get to know this”—upper secondary students and the relevance of advanced mathematics

  Pauline Vos, Anders Wiik, Paul Hernandez Martinez (2024)
  Frontiers in Education 2024 ;Volum 9.

• The spirit of mathematical modeling – a philosophical study on the occasion of 50 years of mathematical modeling education

  Peter Frejd, Pauline Vos (2024)
  The Mathematics Enthusiast 2024 ;Volum 21. s. 269-300

• Formal intentions in a new mathematics curriculum versus example tasks published before the standardized examinations–do they align?

  Stig Eriksen, Pauline Vos (2023)

• Using preservice teachers’ perceptions of a project-based statistics course to investigate knowledge creation in collaborative settings

  Pauline Vos, Oda Heidi Bolstad (2023)

• Introduction to the Seminar on societal perspectives in research on mathematics education

  Pauline Vos (2023)

• Formal intentions in a new mathematics curriculum versus example tasks published before the standardized examinations – do they align?

  Stig Eriksen, Pauline Vos (2023)

• Using preservice teachers’ perceptions of a project-based statistics course to investigate knowledge creation in collaborative settings

  Pauline Vos, Oda Heidi Bolstad (2023)

• Formal intentions in a new mathematics curriculum versus example tasks published before the standardized examinations–do they align?

  Stig Eriksen, Pauline Vos (2023)

• Using preservice teachers’ perceptions of a project-based statistics course to investigate knowledge creation in collaborative settings

  Pauline Vos, Oda Heidi Bolstad (2023)

• How a quality newspaper teaches about mathematical modelling

  Pauline Vos (2023)

• Kjerneelementer og eksempeloppgaver

  Stig Eriksen, Pauline Vos (2022)
  Tangenten - Tidsskrift for matematikkundervisning 2022 ;Volum 33. s. 45-51

• The modelling cycle as analytic research tool and how it can be enriched beyond the cognitive dimension

  Pauline Vos, Peter Frejd (2022)

• The Public Understanding of Mathematical Modelling (PUMM)

  Pauline Vos (2022)

• Prosjekt-basert læring i en student-aktiv lærer-utdanning

  Pauline Vos (2022)

• Grade 8 students appropriating Sankey diagrams: The first cycle in an educational design research

  Pauline Vos, Peter Frejd (2022)
  Journal on Mathematics Education (JME) 2022 ;Volum 13. s. 289-306

• Out of the mathematics classroom – towards a better understanding of informal and implicit learning of mathematics

  Pauline Vos (2022)

• The modelling cycle as analytic research tool and how it can be enriched beyond the cognitive dimension

  Pauline Vos (2022)

• Math Walks in mobile learning - summary of some research

  Pauline Vos (2022)

• Actionbound seminar

  Lenka Garshol, Eli-Marie D. Drange, Helen Suzanne Palmer, Pauline Vos, Desire Baartman (2021)

• A commentary on the Special Issue “Innovations in measuring and fostering mathematical modelling competencies”

  Peter Frejd, Pauline Vos (2021)
  Educational Studies in Mathematics 2021 ;Volum 109. s. 455-468

• Project-based Learning (PjBL) within mathematics education (and in my teaching)

  Pauline Vos (2021)

• Sankey diagrams in the mathematics class

  Pauline Vos, Eric Oziegbe Omobude (2021)
  Mathematics Teacher 2021

• Evaluating example tasks against the new core elements for grade 11 in Norway – what do tasks communicate?

  Stig Eriksen, Pauline Vos (2021)

• Grade 8 students creating Sankey diagrams to model, visualize and communicate complex processes

  Pauline Vos, Peter Frejd (2021)

• Sankey-diagrammen in de wiskundeles [Sankey diagrams in the mathematics classroom]

  Pauline Vos, Eric Oziegbe Omobude (2021)
  Euclides 2021 ;Volum 96. s. 4-7

• Video-based word problems or modelling projects – classifying ICT-based modelling tasks

  Gilbert Greefrath, Pauline Vos (2021)

• Lineær algebra - hjemmeeksamen

  Pauline Vos (2021)

• Video: Brusetablletter (oppløsningsevne)- Inquiry basert læring i prkasis. Trinn 5.

  Desire Baartman, Pauline Vos (2020)

• Video: Fire kuber - Inquiry basert læring i praksis. Trinn 4. Tverrfaglig: mattematikk, design, samfunnsfag.

  Desire Baartman, Pauline Vos (2020)

• Issues and challenges of 21st century assessment in mathematics education

  Farzad Radmehr, Pauline Vos (2020)

• Connections of science capital and the teaching and learning of mathematical modelling

  Pauline Vos, Paul Hernandez-Martinez, Peter Frejd (2020)

• On science museums, science capital and the public understanding of mathematical modelling

  Pauline Vos (2020)

• Students of Religion Studying Social Conflict through Simulation and Modelling - An Exploration

  Amrit Bahadur Poudel, Pauline Vos, F. LeRon Shults (2020)

• Using Social Simulations in Interdisciplinary Primary Education - an Expert Appraisal

  Pauline Vos, Markos Dallas, Amrit Bahadur Poudel, F. LeRon Shults (2020)

• The object-tool duality in mathematical modelling - a framework to analyze students’ appropriation of Sankey diagrams to model dynamic processes

  Pauline Vos, Peter Frejd (2020)
  Avances de Investigación en Educación Matemática (AIEM) 2020 ;Volum 17. s. 52-66

• Designing videos for teacher education on inquiry-based learning - Investigating and exploring design principles

  Desire Baartman, Pauline Vos (2020)

• Visualisering av miljø- eller industriprosesser med 8. klasseelever

  Pauline Vos (2020)

• Task contexts in Dutch mathematics education

  Pauline Vos (2020)

• Grade 8 students learning to visualize and mathematically model industrial processes through Sankey diagrams

  Pauline Vos, Peter Frejd (2019)

• Students of Development Studies learning about modelling and simulations as a research approach in their discipline

  Amrit Bahadur Poudel, Pauline Vos, F. LeRon Shults (2019)

• “I want a high-educated job that pays well and is fun”; secondary students’ reasons for selecting the Advanced Mathematics course

  Anders Wiik, Pauline Vos (2019)

• Educational Design Research - a research method for changing curricula, teaching methods, and assessment

  Pauline Vos (2019)

• Å lese værmeldingene i norske aviser (1945-2015): Hvilke matematiske ferdigheter forventes?

  Anders Wiik, Pauline Vos (2019)

• Reactor at 90% Seminar of PhD candidate - What makes a good PhD thesis?

  Pauline Vos (2019)

• Conceptualising the modelling cycle from a socio-cultural learning perspective

  Paul Hernandez-Martinez, Pauline Vos (2019)

• Video word problems, mathematizing applets, or modelling projects – categorizing the wide area of ‘modelling tasks with digital tools’

  Gilbert Greefrath, Pauline Vos (2019)

• Grade 8 students learning to visualize and mathematically model industrial processes through Sankey diagrams

  Pauline Vos, Peter Frejd (2019)

• Bare ett skolefag forbindes med hat og angst

  Pauline Vos, Valerie Kubens (2019)

• Connecting school mathematics to the world of work

  Pauline Vos, Evert Dean (2019)

• MERGA Strand 2 - The teaching & learning of Mathematics in non-mathematical practices

  Yuriy Rogovchenko, Pauline Vos (2019)

• Affect and mathematical modeling assessment – A case study on students’ experience of challenge and flow during a compulsory mathematical modeling task by engineering students

  Thomas Gjesteland, Pauline Vos (2019)

• What makes a good PhD thesis?

  Pauline Vos (2019)

• Didactical tools for Learning Mathematics

  Pauline Vos (2019)

• Students of Development Studies learning about modelling and simulations as a research approach in their discipline

  Amrit Bahadur Poudel, Pauline Vos, F. LeRon Shults (2019)

• Hvorfor lære om logaritmer?

  Anders Wiik, Pauline Vos (2018)
  Tangenten - Tidsskrift for matematikkundervisning 2018 ;Volum 29. s. 7-12

• Response to the First year Seminar by Ida Maria Landgärds

  Pauline Vos (2018)

• Matematiske læringsmuligheter for elever som presterer lavt i matematikk

  Anita Movik Simensen, Pauline Vos (2018)

• Ordformel som bro mellom uformelt algebraisk resonnement og symbolsk algebra

  Pauline Vos (2018)

• “How Real People Really Need Mathematics in the Real World” — Authenticity in Mathematics Education

  Pauline Vos (2018)
  Education Sciences 2018 ;Volum 8. s. 1-14

• Students of religion studying social conflict through simulation and modelling - An Exploration.

  Amrit Bahadur Poudel, Pauline Vos, F. LeRon Shults (2018)

• Interpreting teaching for conceptual and for procedural knowledge in a teaching video about linear algebra

  Ragnhild Johanne Rensaa, Pauline Vos (2018)
  Skrifter från Svensk förening för matematikdidaktisk forskning 2018 ;Volum 12. s. 109-118

• Mathematics as a tool (to solve real-life problems) and mathematics with tools

  Pauline Vos (2018)

• Using Social Simulations in Interdisciplinary Primary Education - an Expert Appraisal

  Pauline Vos, Markos Dallas, Amrit Bahadur Poudel, F. LeRon Shults (2018)

• The role of reference to reality in mathematics in society, teacher education and school instruction in Norway

  Pauline Vos (2018)

• A Fermi Problem on the Varodd Bridge Kristiansand, Norway

  Pauline Vos (2018)

• Students of Religion studying social conflicts through simulation and modelling - a pilot study

  Amrit Bahadur Poudel, Pauline Vos, F. LeRon Shults (2018)
  Proceedings of the International Groups for the Psychology of Mathematics Education 2018 ;Volum 5. s. 140-140

• Students’ readiness to appropriate the derivative - meta-knowledge as support for the ZPD

  Pauline Vos, Gerrit Roorda (2018)
  Proceedings of the International Groups for the Psychology of Mathematics Education 2018 ;Volum 4. s. 387-394

• Mathematical modelling and activation – a study on a large class, a project-based task and students’ flow

  Thomas Gjesteland, Pauline Vos, Margrethe Wold (2018)
  International Network for Didactic Research in University Mathematics : INDRUM 2018 s. 175-184

• Task contexts in mathematics education

  Pauline Vos (2018)

• Mixed Methods and Design Research

  Pauline Vos (2017)

• Students experiencing flow in a Physics lab task using mobile phones and free software

  Thomas Gjesteland, Pauline Vos, Margrethe Wold (2017)

• “Why do I have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities

  Paul Hernandez-Martinez, Pauline Vos (2017)
  ZDM: Mathematics Education 2017 ;Volum 50. s. 245-257

• Students experiencing flow in a Physics lab task using mobile phones and free software

  Thomas Gjesteland, Pauline Vos, Margrethe Wold (2017)

• Wordformula as a bridge between informal algebraic reasoning and symbolic algebra

  Pauline Vos (2017)

• Topic Study Group No. 39: Large Scale Assessment and Testing in Mathematics Education

  Rae Young Kim, Christine Suurtamm, Edward Silver, Stefan Ufer, Pauline Vos (2017)

• Assessing Mathematizing Competences Through Multiple-Choice Tasks: Using Students’ Response Processes to Investigate Task Validity

  Brikena Djepaxhija, Pauline Vos, Anne Berit Fuglestad (2017)

• Long-Term Development of How Students Interpret a Model: Complementarity of Contexts and Mathematics

  Pauline Vos, Gerrit Roorda (2017)

• Assessment of Physics laboratory skills of engineering students – project-based assessment with mobile phones and free tracker software

  Thomas Gjesteland, Pauline Vos (2017)

• The usefulness and challenges of visual-numeric literacy

  Pauline Vos (2017)

• The Study of Visualizations in Research on Mathematics Education

  Pauline Vos (2017)

• Learning about Simulations as a Research Approach (LaSiRA) - a flanking project to MODRN

  Pauline Vos (2017)

• Students' Solutions During the Modelling of Social Interactions by Means of a Segregation Simulation

  Heiner Klock, Hans Stefan Siller, Pauline Vos (2017)

• Symposium on Connecting Science Capital to the Public Understanding of Mathematical Modelling

  Pauline Vos, Paul Hernandez-Martinez, Peter Frejd (2017)

• Modelling motion by engineering students - getting into a flow

  Thomas Gjesteland, Pauline Vos (2017)

• Connections of Science Capital and the Teaching/Learning of Mathematical Modelling

  Pauline Vos (2017)

• Am I an effective supervisor?

  Pauline Vos (2017)

• The Physics Lab experiment: Students Experiencing Flow

  Thomas Gjesteland, Pauline Vos (2017)

• The modelling course, new tasks

  Pauline Vos (2017)

• Interpreting teaching for conceptual and for procedural knowledge in a teaching video about linear algebra

  Ragnhild Johanne Rensaa, Pauline Vos (2017)

• Analyse av deleksamen for grunnskolelærerutdanningen

  Desire Baartman, Pauline Vos (2017)
  Tangenten - Tidsskrift for matematikkundervisning 2017 ;Volum 28. s. 41-48

• A digital tool for applying integrals in a kinematic simulation: A perspective on instrumental genesis, epistemic value and semiotic potential

  Ninni Marie Hogstad, Ghislain Maurice Norbert Isabwe, Pauline Vos (2017)

• Students Experiencing Flow in a Physic Laboratory Task using Mobile Phones and Free Software

  Thomas Gjesteland, Pauline Vos, Margrethe Wold (2016)

• Engineering students' use of visualization to communicate about representations and applications in a technological environment

  Ninni Marie Hogstad, Ghislain Maurice Norbert Isabwe, Pauline Vos (2016)
  International Network for Didactic Research in University Mathematics : INDRUM 2016 s. 211-220

• The PISA scoring guidelines and their prescriptions for interpreting a problem situation

  Brikena Djepaxhija, Pauline Vos, Anne Berit Fuglestad (2016)

• Digital Technology Support in Teaching Processes

  Pauline Vos (2016)

• "Why do I have to learn this?" An exploration of 'relevance' in Mathematical Modelling Education

  Paul Hernandez-Martinez, Pauline Vos (2016)

• "Why do I have to learn this?" An exploration of 'relevance' in Mathematical Modelling Education

  Paul Hernandez-Martinez, Pauline Vos (2016)

• Can the “general public” understand Simulations as a Research Approach ?

  Pauline Vos (2016)

• Lower achieving students' contributions in small groups - what if a student speaks with two voices?

  Anita Movik Simensen, Anne Berit Fuglestad, Pauline Vos (2016)

• Engineering students' use of visualizations to communicate about representations and applications in a technological environment

  Ninni Marie Hogstad, Ghislain Maurice Norbert Isabwe, Pauline Vos (2016)

• The Future of Learning as we see it - a panel with students about tomorrow's digital education

  Pauline Vos (2016)

• Logaritmer - en meningsfull tilnærming

  Børge Espedal, Pauline Vos (2016)
  Tangenten - Tidsskrift for matematikkundervisning 2016 ;Volum 27. s. 39-43

• Logarithms - a meaningful approach with repeated division

  Pauline Vos, Børge Espedal (2016)
  Mathematics Teaching 2016 ;Volum 251. s. 30-33

• Solving rate of change tasks with a graphing calculator: a case study on instrumental genesis

  Gerrit Roorda, Pauline Vos, Paul Drijvers, Martin J. Goedhart (2016)
  Digital Experiences in Mathematics Education 2016 ;Volum 2.

• Assessment in Mathematics Education: Large-Scale Assessment and Classroom Assessment

  Christine Suurtamm, Denisse R. Thompson, Rae Young Kim, Leonora Diaz Moreno, Nathalie Sayac, Stanislaw Schukajlow (2016)
  Springer

• Logaritme - een betekenisvolle aanpak met herhaald delen

  Pauline Vos, Børge Espedal (2015)
  Euclides 2015 ;Volum 91. s. 4-6

• Authenticity in extra-curricular mathematical activities; researching authenticity as a social construct

  Pauline Vos (2015)

• How much space for communication is there for a low achieving student in a heterogeneous group?

  Anita Movik Simensen, Anne Berit Fuglestad, Pauline Vos (2015)

• Exploring grade 9 students' assumption making when mathematizing

  Brikena Djepaxhija, Pauline Vos, Anne Berit Fuglestad (2015)

• (in Dutch) Leraren komen van Mars, onderwijsonderzoekers van Venus - hoe onderzoek en praktjk elkaar (niet) vinden

  Pauline Vos (2015)

• Mathematics Education Research at UiA, PhD Students’ Symposium

  Pauline Vos (2015)

• Modelling in curricula across the world

  Pauline Vos (2015)

• “Why do I have to learn this?”: An exploration of ‘relevance’ in mathematical modelling education

  Paul Hernandez-Martinez, Pauline Vos (2015)

• Interpreting a mathematical model; complementarity of context and mathematics

  Pauline Vos, Gerrit Roorda (2015)

• Assessing mathematizing competences: Using students’ response processes to investigate item validity

  Brikena Djepaxhija, Pauline Vos, Anne Berit Fuglestad (2015)

• "Authenticity" in the teaching and learning of mathematical modelling

  Pauline Vos (2015)

• Using digital tools for collaborative visualisation of integrals by engineering students

  Ninni Marie Hogstad, Ghislain Maurice Norbert Isabwe, Pauline Vos (2015)

• Introducing a comparative research of didactical approaches in mathematics teaching videos

  Ragnhild Johanne Rensaa, Pauline Vos (2014)

• Graphing Calculator Supported Instrumentation Schemes for the Concept of Derivative : A Case Study

  Gerrit Roorda, Pauline Vos, Paul Drijvers, Martin Goedhart (2014)

• Realistic Mathematics Education

  Pauline Vos (2014)

• Ten research-based guidelines for creating teaching videos for mathematics

  Pauline Vos (2014)

• Response to the First year PhD Seminar by Mona Røsseland

  Pauline Vos (2014)

• “This Multiplied By That”; the Role of Spech and Gestures in Students’ Meaning Making Process

  Anita Movik Simensen, Anne Berit Fuglestad, Pauline Vos (2014)
  Proceedings of the International Groups for the Psychology of Mathematics Education 2014 ;Volum 6. s. 232-232

• A Cross-national Comparison of Middle School Math Textbooks

  Jason Moss, Pauline Vos (2014)

• Wheel algebra: learning mathematics with a double-winch tool

  Liubov Medvedeva, Pauline Vos (2014)

• An actor-oriented transfer perspective on high school students’ development of the use of procedures to solve problems on rate of change

  Gerrit Roorda, Pauline Vos, Martin J. Goedhart (2014)
  International Journal of Science and Mathematics Education 2014 ;Volum 13. s. 863-889

• A survey of Learning strategies in IKT 424

  Pauline Vos (2014)

• Research on Web-based Teaching and Learning of Mathematics

  Pauline Vos (2014)

• Options for Immediate Feedback in Digital Mathematics Tests

  Pauline Vos (2014)

• Designing video instruction for mathematics

  Mikaël Flens, Pauline Vos (2013)

• Long-term development of students’ repertoire of rate of change procedures

  Gerrit Roorda, Pauline Vos, Martin J. Goedhart (2013)

• Response to the First Year PhD Seminar by Linda G. Opheim

  Maria Luiza Cestari, Pauline Vos (2013)

• Show and Tell Mathematics and SMART boards

  Pauline Vos (2013)

• Designing Video Instruction for Mathematics

  Pauline Vos (2013)

• Touch Technology and Mathematics Education

  Pauline Vos (2013)

• Mathematics Teachers are from Mars, Mathematics Education Researchers are from Venus

  Pauline Vos (2013)

• Do technologies change mathematics education?

  Pauline Vos (2013)

• Touch Technology and Mathematics, in particular in Statisics Probability and Geometry

  Pauline Vos (2013)

• Proofs without Words

  Pauline Vos (2013)

• Authenticity in extra-curricular mathematics activities; researching authenticity as a social construct

  Pauline Vos (2013)

• Opening the Door of the Classroom in Teacher Education: Visiting Enterprises and Posing Authentic Problems

  Maria Luiza Cestari, Pauline Vos (2013)

• Assessing Mathematical Modeling

  Pauline Vos (2013)

• Assessment of Modelling in Mathematics Examination Papers: Ready-Made Models and Reproductive Mathematising Pauline Vos

  Pauline Vos (2013)

• "SMART Board Show & Tell"

  Pauline Vos, Cornelia Brodahl (2013)